Art Director
Denise Bennett Smith

Assistant Art Director
Stephanie L. Lowe

Staff Assistants
Cynthia H. McWhirt
Gabriel E. Ryan
Arlene F. Smith

This publication is produced by  members of the Law Enforcement Communication Unit, Training Division. Issues are available online at http://www.fbi.gov.

E-mail Address leb@fbiacademy.edu

Cover Photo ©Photos.com

Send article submissions to Editor,  FBI Law Enforcement Bulletin,  FBI Academy, Law Enforcement  Communication Unit, Hall of Honor,  Quantico, VA 22135.

Features

Departments

Perspective
The Art of Investigative Interviewing

Leadership Spotlight
Strengthening Leadership Through Networking

2007 Subject Index

2007 Author Index

Interview Clues Words
That Leave an Investigative Trail
By VINCENT A. SANDOVAL, M.A.

"Now Cain talked with Abel his brother; and it came to pass, when they were in the field, that Cain rose up against Abel his brother and killed him."
               —Genesis 4:8

The first homicide in recorded history is revealing not only because it is the first known act of violence by one human being against another but because the narrative description of the incident¹ lends itself to an investigative analysis of the words used. Researchers have concluded what experienced investigators have known intuitively for some time; that is, when most people fail to tell the truth, they will omit information, as opposed to telling an outright lie.² As such, they often choose words--whether for a written narrative or during an interview--that camouflage or conceal the truth. Researchers concur with the assessment that the words used can and do reveal information that may be of substantive value to investigators. In addition, more often than not, the writers or speakers of these words may not realize that they could be "tipping their hands."³ "We should accept that a large part of our linguistic behavior is subliminal, and, therefore, we may find a lot of surprises."⁴ The analysis of someone's verbatim words involves scrutinizing structural and linguistic features to discover insight and identify areas of possible deception. It constitutes a tool to help investigators conduct thorough interviews in their quest to arrive at the truth.⁵ To this end, investigators can learn to identify and capitalize on those words or phrases that people often use to camouflage or conceal their actions or activities. Because verbs comprise the principal part of speech that denotes action, they require particular attention.

Special Agent Sandoval is an instructor in the Law Enforcement Communication Unit at the FBI Academy.

Who Initiated the Conversation?

Investigators should consider not only the words that convey conversation but also the person communicating them. In the case of Cain and Abel, the text ("Cain talked with Abel his brother") suggests that Cain took the initiative and possibly did most, if not all, of the talking. Investigators would want to know not only what Cain said but why he initiated the conversation with his brother.

A portion of a verbatim transcript of an interview with a man suspected of raping a known female acquaintance provides an effective illustration. Following his description of the sex act, which he claimed was consensual, the suspect said, "I put her clothes on and, um, and she and I walked outside and said our good-byes. I gave her a hug and told her I had a good time and she talked for a minute and then I left. I walked home."

This brief statement warranted close examination by investigators. Among other things, they especially paid attention to the words that conveyed conversation: "she and I...said our good-byes. I...told her I had a good time and she talked for a minute and then I left." Of importance, the suspect never used the pronoun we to describe the two, but, instead, he said, "she and I." In sexual assault cases, especially those where the subject alleges that the sexual contact was consensual, investigators should listen closely for the absence of the pronoun we, which would suggest that a healthy relationship did not exist between the two individuals and, thus, increases the likelihood that the sexual contact was less then consensual.

The suspect never stated that the woman said that she had a good time; instead, he said, "she and I said our good-byes," a vague and imprecise comment. In addition, he stated that "she talked." Aware of the importance of probing not only the content of the conversation but also determining which party did the communicating, the investigators asked the suspect some questions similar to the following:

As a result of such specific questions, the suspect eventually admitted that the sexual contact with his female acquaintance had not been as consensual as he originally had stated. Because the investigators had previously interviewed the victim, they knew that following the rape, the suspect attempted to apologize to her for what he had done and even tried to give her a hug, which she rejected.

An example may offer an explanation. A woman's response to an open-ended question about what she did the day before revealed a great deal through the words she chose. "I got up around 6 a.m. while he stayed in bed. He came down about 8 a.m., and he and I talked. I then left to pick up my partner, Stan, about 8:20. Met Stan and we chatted the whole way. We got to our rooms at 2 p.m., and I started to get cleaned up. That's about it." Through this brief narrative, investigators could gain insight into the nature of the writer's relationships from her choice of, as well as changes in, the words she used to describe the conversation that she had with the first individual. She wrote, "he and I talked," yet she later employed the much less formal word chatted to describe her interaction with her partner, Stan. It is significant that the writer never extended the courtesy of introducing the individual with whom she talked. She concluded her brief statement with "that's about it," a suggestion that there was more to her narrative than she originally disclosed. Further investigation revealed that the "he" she talked with was her husband whom she was in the process of divorcing and that she was having an extramarital affair with her partner, Stan.

The case of a mother who claimed that an intruder had killed her two boys and injured her can effectively illustrate the importance of words used to both camouflage and convey conversation.¹⁰ During the investigation, the mother provided a written statement detailing her activities. "While Darin was gone, the boys brought down their blankets and pillows and asked if they could watch TV. I said yes. Darin came home and sat down with us while we watched TV. Soon after that, the boys both fell asleep. We talked about a few problems that we were having with the car and the boat and had a few words between us. I told Darin that I was desperate because I had not been able to take the boys anywhere because we only had one car."

An analysis of her words revealed that she was engaged in the social activity of watching television with her sons when her husband arrived and "sat down with us while we watched TV." Her choice of words proved insightful because she never indicated that her husband actively participated with them in watching television, a social encounter often used to conceal or camouflage verbal interaction. Wanting to know what transpired during this time frame, investigators in the case would have asked some probing questions.

• Tell me about your husband sitting down "with us while we watched TV." What were you watching?

• Who was the "we" that watched TV? Did your husband watch TV with you?

• What did the two of you  talk about while the boys  watched TV?
  

After the mother stated that her boys fell asleep, her words became much more transparent concerning the verbal interaction she had with her husband just prior to the murders. Not surprising, parents often wait until their children cannot hear them before engaging in a serious conversation. In fact, after her sons fell asleep, her words suggested that the exchange with her husband became less than amicable. What were the "few problems" the couple talked about? What did she mean by "We...had a few words between us"? Her choice of words provided crucial clues to understanding the escalation of emotion that apparently characterized this exchange, which probably began with some form of verbal interaction embedded in the social activity of watching television and became very transparent and dynamic after the boys fell asleep.

During the criminal trial, prosecutors argued that the mother, who recently had given birth to a third son, murdered her two older children because of financial difficulties and her fear that their growing family would hamper their lavish lifestyle. They lived in an affluent neighborhood, drove an expensive sports car, and had a $20,000 boat. The court convicted her of capital murder and sentenced her to death by injection.

WORDS THAT CAMOUFLAGE ACTIONS

Investigators should remain alert to the fact that subjects intent on concealing their involvement in or knowledge of a crime occasionally camouflage their actions by inadvertently or intentionally manipulating their choice of words to describe their actions. Such variations could include changing the tense of action verbs, using passive voice instead of active voice, and employing "uncompleted" action verbs.¹¹

Wanted: Notable Speeches

The FBI Law Enforcement Bulletin seeks transcripts of presentations made by criminal justice professionals for its Notable Speech department. Anyone who has delivered a speech recently and would like to share the information with a wider audience may submit a transcript of the presentation to the Bulletin for consideration.

As with article submissions, the Bulletin staff will edit the speech for length and clarity, but, realizing that the information was presented orally, maintain as much of the original flavor as possible. Presenters should submit their transcripts typed and double-spaced on 8 1/2 - by 11-inch white paper with all pages numbered. An electronic version of the transcript saved on computer disk should accompany the document. Send the material to:

Editor, FBI Law Enforcement Bulletin
FBI Academy
Law Enforcement
Communication Unit
Hall of Honor
Quantico, VA 22135
telephone: 703-632-1952, e-mail: leb@fbiacademy.edu

Program Evaluations
Improving Operational Effectiveness and Organizational Efficiency (Part Two)
By W. DEAN LEE, Ph.D.

Part one of this article accented how law enforcement agencies at various levels can benefit from evaluations of their major programs. It also discussed the availability of several reference sources,¹ timing considerations, and the first two phases of a seven-step evaluation management process.² The second part of the article will focus on the next two stages.-

Dr. Lee, originator of the FBI's Blue Book for Program Evaluation, heads the Organizational Program Evaluation and Analysis Unit at FBI Headquarters.

Phase 3: Select Research Design
Research design is the overall written plan of evaluation on how the assessment will be performed to effectively collect, process, and present information. Changes in research design may be necessary as the evaluation evolves and new challenges are encountered. Research planning will continue throughout the evaluation as the factors influencing the objectives, scope, and methodologies usually overlap. In general, the research design will include applicable research methods, measurement instruments, predefined perimeters, and scheduling milestones for completing each task. The plan of evaluation should take into consideration all appropriate information gathered during the previous two phases. In addition, evaluators should have a working knowledge of the unique features of the programs being evaluated, including applicable laws and regulations; the program's purpose and goal; resources committed to the program; operational plans, policies, and procedures; output products and services; and documented outcome effects, such as crime reports and after-action reviews.

During the research design phase, evaluators should become more familiar with the program and its unique operating environment. This increased awareness will help them to better focus on what program managers need to gain from the evaluation and how best to convey the findings, conclusions, and recommendations to positively benefit all stakeholders. Some basic guidelines may help evaluators and stakeholders improve their awareness.

• Focus: Participants should concentrate on four fundamental questions.

1) Is the program being

implemented as planned? 2) Is the program making progress toward achieving each intended goal?

3) How successful is the program in reaching the overall desired end state?

4) What is needed to help improve the program in achieving its objectives?

• Acceptance: Participants must mutually determine and agree on what will be acceptable evidence to satisfy these fundamental questions.
• Collaboration: Stakeholders'input and ongoing participation are essential in

identifying and examining all relevant issues and influences affecting the program.

• Cultural influences: Increased understanding of internal and external organizational cultures proves crucial for retrieving, analyzing, and developing valid and usable findings, conclusions, and recommendations.
• Outcomes: Enhanced sensitivity to the demands of the stakeholders and consumers is paramount in meeting the desired outcome of the evaluation.
• Interpretation: Further understanding of the institutional barriers and operational climate will assist evaluators in capturing many of the important idiosyncrasies affecting the program.
• Meaningfulness: This entails an overall interpretation of the collected data and what it means to the stakeholders. "Data rarely speak for themselves but, rather, are given voice by those who interpret them. The voices that are heard are not only those who are participating in the project but also those of the analysts who are implementing and presenting the data. Deriving meaning from data in program evaluations that are culturally responsive requires people who understand the context in which the data were gathered."³

In general, most evaluations commonly employ two time-honored research methods: qualitative (words/text) and quantitative (numbers/statistics). Each has its own strengths and weaknesses. In many evaluations, a mixed-method approach may be needed to fully exploit the strong points of both and to compensate for the shortcomings inherent in using a singular approach. Exploiting both in an interactive manner should improve and integrate overall data collection and analysis. For example, qualitative-based exploratory individual interviews and focus groups may uncover issues for further examination using quantitative-based structured survey questionnaires to sample other participants followed by more qualitative-based in-depth interviews to clarify the survey findings. Evaluators may use qualitative, quantitative, or mixed-methods research techniques. Table 1 shows how each has its own inherent applicability and suitability.

In selecting an appropriate research design, evaluators must consider each technique's unique capabilities and limitations as highlighted in table 2. Interpretation of qualitative data may be examined using such quantitative approaches as thematic coding (e.g., cataloguing specific descriptive comments and narratives) and content analysis (e.g., probing recurring themes and substantive topics). Subsequent analysis may require several iterations or cycles to complete as new issues may be uncovered or unexpected data patterns emerge that may lead to other areas for further qualitative or quantitative exploration.

To present meaningful quantitative or metrics-based findings of collective data, evaluators may employ basic trend-analysis methods involving descriptive and inferential statistics. For example, information extracted from archival documents using data-mining techniques, derived from content analysis of interviews and focus groups, or generated from survey questionnaires may be examined through modal responses (e.g., topics with the highest frequency of occurrence). Subsequently, synthesis will involve the distillation of those issues into a coherent framework of corresponding concerns, which should result in more supportable findings and valid conclusions.

Sampling techniques will depend upon availability of sources and appropriate types of evaluation measurements. These may include--

• random sampling of those directly or indirectly involved with the program and consumers of its products and services;
• directed sampling of select entities (e.g., field stations, key officials, primary users, or community leaders) and such techniques as stratified (examining a specific layer of a program), cross-sectional (several layers in one view), and selective (a specific area, process, or location); and
• sampling that may involve individual or group interviews or the use of survey questionnaires employing standard five-point rating scales, multiple-choice responses, ranking, and free narratives to open-ended questions.

Table 1. Highlights of Qualitative, Quantitative, & Mixed-Methods Approaches

This phase involves the active gathering of relevant facts and details based on evaluation requirements. Collection activities traditionally cover searches of open, closed, and interactive sources of information (e.g., databases, after-action reports, archival records, publications, press releases, and the Internet). All sources used must be trustworthy and defensible, as much as possible, and the information should be confirmed using other independent sources. During logic modeling, select information may have been collected in specific areas that now may be further analyzed.

• Output products: distributed materials, bulletins, reports, pamphlets, and tapes
• Output services: recorded services, coordination, and information provided
• Internal outcomes: reported satisfaction, personnel retention, professional development, and advancement opportunities
• External outcomes: documented results and accomplishments

When all relevant facts and figures have been collected, evaluators should consolidate the information by cataloging data into applicable distinct clusters for ease of analysis. These groupings include people, information, operations, equipment, facilities, and sociopsychological resources (PIOEFS).⁴ Where applicable, program information also may be reconsolidated into the universal activities of organizational design (infrastructure used to support the program), operating standards (plans, policies, and procedures to maintain functions), output products (publication of reports and presentations to select audiences), output services (direct and indirect assistance to consumers and users), internal outcomes (improved information sharing and operational effectiveness), and external outcomes (prevented crimes, disrupted illegal activities, and convictions).

The synthesis of data, especially using different qualitative and quantitative techniques, may result in some inconsistent or divergent findings. All attempts should be made to reconcile these differences, which may not always be possible. If this occurs, these discrepancies must be formally reported as such, along with plausible explanations describing the circumstances.

Table 2. Capabilities & Limitations of Select Research Techniques

	Capabilities	Limitations
Website, Archival, & Document Research	-May provide voluminous amounts of historical & useful background data. -Is easily accessible if locally available or Internet accessible.	-Requires experienced evaluators or subject matter experts to recognize meaningful, atypical, or erroneous information. -Information may be inaccurate, incomplete, or of questionable authenticity.
Interviews	-May yield the richest details & unique insights from subject matter experts or those intimately familiar with the evaluated program. -Provides immediate in-person interactive feedback to clarify both questions & answers.	-Requires trained evaluators to facilitate meetings, & to draw out & properly record useful information. -Increased flexibility may create inconsistencies among different interviews.
Focus Groups	-Provides opportunity to observe group dynamics, individual behavior, & language in a social environment. -Exploits group interaction to derive information, rich details, & unique insights.	-Group dynamics maybe influences, manipulated, stifled, or aroused by dominate speakers. -Participants may become more or less vocal depending upon social climate, peer pressure, acceptance, rejection, or fear of retribution.
Survey Questionnaire	-Collecting descriptive data, using a standardized process, from a large sample population. -May survey a wide assortment of topics using one measurement instrument & at same time.	-Measurement instrument must be pre-tested for validity & reliability, which is time consuming especially for new questionnaires. -Collected data may not provide sufficient depth or richness of information; limited ability to immediately probe & explore responses.
On-Site Observations	-Provides evaluators with first hand & direct exposure to the program's activities, individuals, & challenges in the natural operating environment. -Allows data collection on a wide range of activities, using a holistic perspective.	-Requires trained evaluators or subject matter experts to recognize meaningful, atypical, or staged activities & responses. -Is time consuming for all participants; and maybe expensive to conduct if extensive travel is involved.
Case Studies	-Provides unique opportunity to personally experience & engage in a program, through a participant's perspective. -Offers comprehensives exploration of various activities, situations, and individuals.	-Requires trained & experienced participant observers to successfully interact, & to recognize meaningful activities, conditions, & behaviors. -Is extremely time consuming & expensive to complete; and maybe hazardous if in a hostile environment.

Conclusion

Conducting program evaluations and implementing subsequent corrective actions will improve a program's operational effectiveness and an organization's efficiency with the mutual goal of better meeting the needs of the stakeholders and the general public. Evaluations provide key decision makers with the facts and opportunities to enhance their program's performance; to streamline plans, policies, and procedures; to successfully manage risks and realign priorities; and to best optimize the use of critical resources. The final part of this article will focus on the remaining three stages of the evaluation management process: analyze and synthesize information, publish and disseminate findings, and audit and track corrective actions.

Endnotes

¹ U.S. Government Accountability Office, Government Auditing Standards of 1994 (Washington, DC, 1994); Office of Management and Budget, Program

Assessment Rating Tool of 2002 (Washington, DC, 2002); President's Council on Integrity and Efficiency, Quality Standards for Inspection of 2005

(Washington, DC, 2005); and U.S. Department of Justice, Federal Bureau of Investigation, Blue Book for Program Evaluations (Washington, DC, 2007).

² W.D. Lee, "Program Evaluations: Improving Operational Effectiveness and Organizational Efficiency (Part One)," FBI Law Enforcement Bulletin,

November 2007, 1-6.

³ National Science Foundation, The 2002 User Friendly Handbook for Project Evaluation (Arlington, VA, 2002).

⁴ For additional information, see W.D. Lee, "Risk Assessments and Future Challenges," FBI Law Enforcement Bulletin, July 2005, 1-13; or access http:// www.fbi.gov/publications/leb/2005/ july05leb.pdf.

 

Please forward questions and comments to Dr. Lee at deanlee@leo.gov.

Subscribe Now

Leadership Spotlight

Strengthening Leadership and Building Teams Through Networking

None of us is as smart as all of us.
--Ken Blanchard

Effective supervisors recognize the importance of building successful teams within their agencies. Opportunities for great accomplishments increase tremendously when leaders surround themselves with competent experts and seek their guidance. Additionally, good leaders should vigorously pursue team-building opportunities outside the confines of their agencies. Networking in this way becomes invaluable for building external relationships that can help solve problems of all types.

Leaders can find networking possibilities in a variety of venues, including training conferences, seminars, professional organizations, formal meetings, and social gatherings; each presents its own advantages. Experiences, such as the FBI National Academy and other executive training programs, allow law enforcement leaders to discuss issues in class and follow up with further deliberation outside of the classroom atmosphere. When leaders begin examining their problems and issues together, they often discover that they are dealing with the same difficulties, regardless of the jurisdiction or agency size.

Less formal gatherings also provide excellent networking opportunities for law enforcement executives. Issues and problems still can be discussed in these forums; however, it is just as important to build professional relationships during these more casual meetings. Creating and maintaining friendships and affiliations with leaders of other agencies is critical and should be done prior to requesting help from others. Networks should be in place before they are really needed, especially before a crisis develops.

Perhaps, a jurisdiction suffers great property loss and casualties from a disaster, and its resources are overextended. If leaders have properly laid the foundation through suitable networking, a simple phone call to a neighboring jurisdiction most likely would initiate overwhelming assistance. Moreover, if the agency becomes plagued with concerns involving retention, pay, morale, or any other personnel or operational issues, its leaders could brainstorm for solutions with those who have encountered similar problems.

Leaders must recognize that asking for advice, assistance, or opinions does not indicate weakness. Expanding one's options by gathering a multitude of possible solutions from a variety of sources proves a valuable asset for any manager that engages in creative problem solving. The success that leaders often see as a result of internal teamwork within their own agencies only is magnified if they seek advice and guidance from external professional connections. As networking is a two-way street, a leader's counsel and guidance may offer the exact solution that a counterpart needs.

In conclusion, formal and informal avenues that provide opportunities to share ideas with other law enforcement professionals add a complement to structured training and experiences. As communication between agencies improves, best practices can be identified and shared. When solving problems together, leaders remove boundaries and avoid turf battles. And, their public service improves immensely as these professional relationships become stronger.

John J. Heinen, Special Agent in Charge, Georgia Bureau of Investigation, prepared Leadership Spotlight.

Text Bridges and the Micro-Action Interview
By JOHN R. SCHAFER, Ph.D

© Image Source

Law enforcement officers recovered a woman's body several years after she disappeared. A detective interviewed the dead woman's husband, the last person to see her alive.

Detective: Tell me about the last time you saw your wife.

Husband: I recall that, ah, it was one evening, probably 11 o'clock. We were both in bed and we had not gone to sleep yet and she got out of bed. I, ah, thought she was probably going to the bathroom and then I hear the, ah, front door close and I waited for a minute to see what she was doing and then I hear the car start and I look out the window and see the car disappearing around the corner and that's the last time I ever saw her.

The detective accepted the husband's answer and pursued another line of questioning. By not listening carefully to the man's words, the detective overlooked some valuable linguistic clues that indicated deception.

TEXT BRIDGES

Detecting deception remains a difficult task.¹ Most liars tell the truth up to the point where they want to conceal something, skip over the withheld information, and then tell the truth again.² Successful liars construct sentences that allow them to do this. Structuring a sentence to span the truth gap replicates building a bridge across a river. A road stops at the river's edge; a bridge spans the river; and the road continues on the opposite bank. Although bridges come in a variety of designs, each must adhere to specific construction standards, or structural failure occurs. Likewise, sentence construction must follow certain grammar rules, and truthful people use the same guidelines as deceptive ones. The omission or distortion of the facts differentiates truthful communications from deceptive ones. The words or grammatical devices used to bridge the information gap, also referred to as text bridges, serve as markers to locate withheld information, which does not always indicate deception.

Text bridges allow people to transition from one topic to another without trivial details. For example, in the sentence "I got up, and then I took a shower, and then I ate breakfast," the text bridge then signals withheld information that does not constitute deception. The communicator did not want to bore the listener or reader with the details of taking a shower and eating breakfast. The omitted activities encompass turning on the water, soaping, rinsing, drying off, donning clothes, walking to the kitchen, taking a bowl from the cupboard, filling the bowl with cereal, going to the refrigerator to get milk, and so forth. However, text bridges used at critical times during interviews or interrogations may signal deception. Investigators must assess the potential value of the missing information─if it has no value, they can ignore the text bridge.

Text bridges comprise three categories: subordinating words, transitional terms, and adverbial conjunctives (table 1).³ Some overlap categories, depending on the context of the sentence, but, regardless of their grammatical function, they still act as text bridges.

Dr. Schafer owns an intelligence consulting company in Lancaster, California.

Subordinating Words

Subordinating words, such as after, although, as long as, because, even though, if, and while, connect unequal but related ideas and create time gaps. A husband suspected of killing his wife arrived home at 5 p.m. He told the investigating detective, "After I came home, I found my wife dead." The subordinating clause "After I came home…." creates a time gap.

The husband wanted to give the impression that he arrived home and immediately found his wife dead; however, his statement did not indicate what time he found his wife dead. A time gap exists from 5 p.m. until the man found his wife dead. During this gap, he got into a physical altercation with his wife and killed her, hiding his actions by using the text bridge after in his statement.

 

 

Figure 1
Diagram of a text bridge

Transitional Words

Transitional words connect themes and ideas or establish relationships and fall into four basic categories: 1) time, 2) contrast, 3) result, and 4) addition (table 1). A motorist's written description of his automobile accident stated, "I saw the stop sign. Before I entered the intersection, I looked both ways, drove into the intersection, and was struck in the right passenger door by the other vehicle." A witness told the traffic investigator that the motorist did look both ways at the intersection, but he did not make a complete stop at the stop sign. In reality, the motorist saw the stop sign, looked both ways before entering the intersection, and had his car struck by the other vehicle. However, the motorist failed to write that he did not stop at the stop sign. He used the text bridge before to conceal that he did not stop at the stop sign before entering the intersection.

Table 1. Text Bridges Identified by Grammar Function

Grammar Functions	Text Bridges
Subordinating Words	after, although, as if, as long as, because, before, even though, if, in order, since, so, that, than, though, unless, until, when, whenever, where, wherever, while
Transitional Words
	after, afterward, before, during, earlier, eventually, finally, later,
Time	meanwhile, since, then, until
Contrast Result	however, in contrast, indeed, instead, nevertheless, on the contrary, on the other hand, yet
	because, consequently, as a result, on account of, so, then,
	therefore, thus
Addition	also, and, besides, for example, furthermore, in addition,
	moreover, too
Adverbial Conjunctives	according, however, besides, nevertheless, consequently, otherwise, again, indeed, also, moreover, finally, therefore, furthermore, then, thus

Adverbial Conjunctives

Adverbial conjunctives connect two complete ideas and create time gaps. A young boy told his parents, "I was playing, and then Tommy came over and hit me." The adverbial conjunctive then bridges the information gap. In reality, the young boy took a toy away from Tommy, who retaliated by striking him. The young boy instigated the attack but used a text bridge to make himself look like the victim by withholding incriminating information.

RESEARCH

The author conducted a study of 400 participants to test the text bridges theory. They viewed a video of a shoplifting event, pretended that they were the person depicted in the video, and wrote both truthful and deceptive narratives about their activities in the store. The study showed that the most commonly used text bridge in the deceptive narratives was then, used 57 percent. The text bridge so was used 22 percent; after, 7 percent; when, 2 percent; as and while, 3 percent each; and next, 1 percent. Participants used these seven text bridges (then, so, after, when, as, while, and next) 95 percent of the time in the deceptive narratives. The remaining text bridges, once, finally, afterwards, and eventually, occurred less than 1 percent. The lack of text bridges does not mean that the communicator is truthful because not all of the study's participants used text bridges in their deceptive narratives. But, this easily memorized list of text bridges provides a powerful tool to identify where people may withhold information during interviews and interrogations.

MICRO-ACTION INTERVIEW

If investigators identify a text bridge and deem the withheld information important, they can close the information gap via a micro-action interview that will provide a systematic accounting for all of the interviewee's time and behaviors during the gap. The interview begins at the point just before the first text bridge. For example, in the husband's statement at the beginning of this article, the sentence just before the text bridge reads, "I, ah, thought she was probably going to the bathroom and then I hear the, ah, front door close…." The investigators should begin the micro-action interview at the point where the suspect and his wife got into the bed. Intuitively, this is a good place to begin because if something happened to cause the suspect's wife to get out of the bed other than her need to use the bathroom, that would be a significant event. The investigators should ask the suspect to describe his and his wife's actions from the time they got into the bed until she got out of the bed. They should obtain details, such as whether they were sitting up or lying down on the bed. If they were lying down, what side of the bed did each of them occupy? Were they under the covers or lying on top of the bedspread? Once the investigators establish the physical orientation of the suspect and his wife, they should ask what happened next. The suspect likely will provide a few details and then use a text bridge to span the shrinking information gap. The investigators should go back to just before the second text bridge and ask the suspect what happened next. They should continue this process until the suspect accounts for all of his time and actions from when he and his wife first got into the bed until she got out of it. Repeatedly asking what happened next can detract from the interviewing process, so interspersing some self-deprecating remarks, such as "I'm sorry. I zoned out for a second. Let's go back to (the point just prior to the last text bridge)"; "My brain is not processing as fast as you are talking. Can we back up to (the point just prior to the last text bridge)"; or "I'm confused; you said you were (the action just prior to the last text bridge)" can help.

The systematic narrowing of the information gap acts like a psychological vise. The unique feature of the micro-action interview is that only deceptive people place themselves in the vise. Investigators just ask the simple question (or some derivation of) "What happened next?" They should not raise their voices or become aggressive. As the information gap closes, liars feel increasing psychological pressure, which elevates to the point where they cross the fight─flight threshold, causing physiological changes that they find difficult to control. Consequently, deceptive people leak verbal and nonverbal indicators of deception. These cues provide investigators with immediate feedback as to the veracity of interviewees. Deceptive indicators signal investigators to continue the interview.

Conversely, truthful people will remain relatively calm and answer the questions as presented. Although they may find the line of questioning tedious, they typically will not emit verbal or nonverbal indicators of deception. Truthful individuals simply will relate facts, while deceptive ones will become nervous and try to convince the interviewers of the "truth."

The micro-action interview differs from other interviewing techniques. Simple questions force interviewees to account for every second of their time and all micro behaviors. Truthful people convey their stories; deceptive ones put themselves in the psychological vise. Eventually, the information gap becomes so small that liars no longer can find words to bridge the gap. At this point, investigators should pose a presumptive statement that merely affirms the obvious, such as "So, you were pretty angry with your wife." Further, they could make a more aggressive presumptive statement, such as "I can understand why you didn't want your wife around anymore." In most instances, deceptive people admit their guilt at this juncture. In the event that they remain steadfast, investigators can employ additional interviewing techniques.⁴

Figure 2 Diagram of a micro-action interview

CONCLUSION

Text bridges signal areas in spoken and written communications where individuals withhold information, but they do not necessarily indicate veracity because both truthful and deceptive people frequently use them. However, the use of text bridges during critical times in written statements or interviews signals the high probability of deception. Investigators must decide the potential value of the missing information and conduct a micro-action interview when necessary. They can close the information gap by asking a series of nonthreatening questions that force interviewees to account for all their time and behaviors.

Deceptive people put themselves in a psychological vise. As the vise closes, detection apprehension increases. Consequently, verbal and nonverbal cues leak, providing investigators with immediate feedback as to the veracity of the interviewees. On the other hand, truthful people remain unaware that interviewers are testing their honesty. Overall, the combination of text bridges and the micro-action interview provides investigators with additional tools to use in the interviewing process.

Endnotes

¹ For additional information, see Joe Navarro and John R. Schafer, "Detecting Deception," FBI Law Enforcement Bulletin, July 2001, 9-13.

² P. Ekman, Telling Lies: Clues to Deceit in the Marketplace, Politics, and Marriage (New York, NY: W.W. Norton and Company, 1992).

³ Also referred to as conjunctive adverbs.

⁴ For additional information, see, for example, Susan H. Adams and John P. Jarvis, "Are You Telling Me the Truth? Indicators of Veracity in Written Statements," FBI Law Enforcement Bulletin, October 2004, 7-12; Michael R. Napier and Susan H. Adams, "Criminal Confessions: Overcoming the Challenges," FBI Law Enforcement Bulletin, November 2002, 9-15; and Susan H. Adams and Vincent A. Sandoval, "Subtle Skills for Building Rapport: Using Neuro-Linguistic Programming in the Interview Room," FBI Law Enforcement Bulletin, August 2001, 1-5.

2007 Subject Index

ADMINISTRATION

"Documenting the Use of Force," Todd Coleman,  November, p. 18.

"Program Evaluations: Improving Operational Effectiveness and Organizational Efficiency," (Part One), W. Dean Lee, November, p. 1.

BOOK REVIEWS

Bombs and Bombings: A Handbook to Protection, Security, Detection, Disposal, and Investigation for Industry, Police and Fire Departments, reviewed by Larry Linville, December, p. 10.

Community Policing: Partnerships for Problem Solving, reviewed by Jon M. Shane, April, p. 20.

DNA: Forensic and Legal Applications, reviewed by Robert E. Stephens, Jr., July, p. 8.

Ice Diving Operations, reviewed by Larry R. Moore, March, p. 18.

Investigating Child Exploitation and Pornography: The Internet, the Law, and Forensic Science, reviewed by Randy Bowling, November, p. 24.

Practical Police Psychology: Stress Management and Crisis Intervention for Law Enforcement, reviewed by Stephen R. Band, September, p. 21.

Test Validity in Justice and Safety Training Contexts: A Study of Criterion-Referenced Assessment in a Police Academy, reviewed by Larry R. Moore, May, p. 16.

CRIME PROBLEMS

"Addressing High-Crime Motels," Dan Willis, March, p. 14.

"Child Abductions: Nightmares in Progress," David M. Allender, July, p. 1.

"Child Sex Tourism: A Dark Journey," Terri Patterson, January, p. 16.

"Diamond and Jewelry Industry Crime," Kelly Ross, February, p. 17.

"Investigating Human Trafficking: Challenges, Lessons Learned, and Best Practices," Kevin Bales and Steven Lize, April, p. 24.

DRUGS

"Cooperative Investigations of Methamphetamine Laboratories," Dennis Hanwell, August, p. 18.

FORENSICS

"After the Match: Dealing with the New Era of DNA," Jim Markey, October, p. 1. "Veterinary Forensics: Animals Curtailing Crime," Joseph Yost and Tod Burke, October, p. 12. GANGS "Street-Gang Mentality: A Mosaic of Remorseless Violence and Relentless Loyalty," Anthony J. Pinizzotto, Edward F. Davis, and Charles E. Miller III, September, p. 1. INTELLIGENCE "Intelligence and Airports," Robert T. Raffel, April, p. 1.

INTERVIEWING

"The Structured Investigative Interview," Andre B. Simons and Brian Parsi Boetig, June, p. 9.

LEADERSHIP

"Effective Leaders: Do We Have the Right Answers?" H. Wayne Duff, Jr., March, p. 20.

"Efficient and Effective: Guidelines for Meeting the Mission of the Future," Matthew E. Parsons, October, p. 6.

LEGAL ISSUES

"Abandonment of Items Associated with the Person," Jayme W. Holcomb, August, p. 23.

"Consular Notification and Access: The 'International Golden Rule,'" Jonathan L. Rudd, January, p. 22.

"Getting Schooled in the Fourth Amendment," Lucy Ann Hoover, March, p. 22.

"Regulating Matters of Appearance: Tattoos and Other Body Art," Lisa A. Baker, February, p. 25.

"Religion in the Public Workplace: Regulation and Accommodation," Richard G. Schott, June, p. 23.

"Search Incident to Arrest in the Age of Personal Electronics," Michael J. Bulzomi, September, p. 26.

"Supreme Court Cases: 2006 2007 Term," Legal Instruction Unit, FBI Academy, November, p. 25.

"Time, Place, and Manner: Controlling the Right to Protest," Martin J. King, May, p. 20.

"Tracking 'Bad Guys': Legal Considerations in Using GPS," Keith Hodges, July, p. 25.

"Vehicle Pursuits and the Fourth Amendment: A Road Map for Police," Carl A. Benoit, October, p. 23.

MANAGEMENT

"Empowerment and Accountability: Tools for Law Enforcement Leaders," Tracey

G. Gove, September, p. 8.

"Police Fatigue: An Accident Waiting to Happen," Dennis Lindsey, August, p. 1.

"The Psychological Fitness-for-Duty Evaluation," Laurence Miller, August, p. 10.

MEDIA RELATIONS

"Working with the Media in Times of Crisis: Key Principles for Law Enforcement," James D. Sewell, March, p. 1.

NEGOTIATIONS

"Understanding Stockholm Syndrome," Nathalie de Fabrique, Stephen J. Romano, Gregory M. Vecchi, and Vincent B. Van Hasselt, July, p. 10.

PERSONNEL

"From Police Officer to Part-time Professor: Making the Leap into the College Classroom," Tracey G. Gove, April, p. 14.

"Reflection and Remembrance," Hugh E. Lovell, June, p. 22.

POLICE-COMMUNITY RELATIONS

"The Community Partner Editorial: A Public Relations Strategy," Daniel P. Hoffman, September, p. 22.

"Gratuities: Pay Now or Later," Charlie Sewell, April, p. 8.

RESEARCH

"The Deadly Mix: Officers, Offenders, and the Circumstances That Bring Them Together," Anthony J. Pinizzotto, Edward F. Davis, and Charles E. Miller III, January, p. 1.

"Spirituality: The DNA of Law Enforcement Practice," Samuel L. Feemster, November, p. 8.

TECHNOLOGY

"Child Pornography Web Sites: Techniques Used to Evade Law Enforcement," Wade Luders, July, p. 17.

"Crime Analysis Reporting and Mapping for Small Agencies: A Low-Cost and Simplified Approach," Ed Burnett, October, p. 15.

"E-Sourcing: Another Tool for Law Enforcement?," Timothy A. Capron and Rhonda A. Capron, January, p. 12.

"The FBI's Communicated Threat Assessment Database: History, Design, and Implementation," James R. Fitzgerald, February, p. 6.

"License Plate Recognition Technology: Innovation in Law Enforcement Use," Arthur Gordon and Ross Wolf, March, p. 8.

TERRORISM

"Countering Violent Islamic Extremism: A Community Responsibility," Carol Dyer, Ryan E. McCoy, Joel Rodriguez, and Donald N. Van Duyn, December, p. 3.

Dealing with Hawala: Informal Financial Centers in the Ethnic Community," James Casey, February, p. 10.

"Financing Terror," Dean T. Olson, February, p. 1.

"A Look at Fusion Centers: Working Together to Protect America," Bart R. Johnson, December, p. 28.

"Operation Smokescreen: A Successful Interagency Collaboration," Robert Fromme and Rick Schwein, December, p. 20.

"Words Make Worlds: Terrorism and Language," Angus Smith, December,  p. 12.

TRAINING

"The Dynamic Resistance Response Model: A Modern Approach to the Use of Force," Charles Joyner and Chad Basile, September, p. 15.

"Perfect Practice Makes Perfect: The Importance of Accurate Firearms Training," Douglas A. Knight, June, p. 1.

WHITE-COLLAR CRIME

"Fraudulent Online Hotel Booking," Mike Hannah, Gisela Bichler, and John Welter, May, p. 1.

"The Social Security Card Application Process: Identity and Credit Card Fraud Issues," Richard A. Ballezza, May, p. 11.

2007 Author Index

A

Allender, David M., Captain, Indianapolis, Indiana, Metropolitan Police Department, "Child Abductions: Nightmares in Progress," July, p. 1.

B

Baker, Lisa A., Chief, Legal Instruction Unit, FBI Academy, "Regulating Matters of Appearance: Tattoos and Other Body Art," February, p. 25.

Bales, Kevin, Professor, Roehampton University, London, England, "Investigating Human Trafficking: Challenges, Lessons Learned, and Best Practices," April, p. 24.

Ballezza, Richard A., Special Agent, FBI, New York, New York, "The Social Security Card Application Process: Identity and Credit Card Fraud Issues," May, p. 11.

Basile, Chad, Special Agent, FBI, Los Angeles, California, "The Dynamic Resistance Response Model: A Modern Approach to the Use of Force," September, p. 15.

Benoit, Carl A., "Vehicle Pursuits and the Fourth Amendment: A Road Map for Police," October, p. 23.

Bichler, Gisela, Professor, California State University, San Bernardino, "Fraudulent Online Hotel Booking," May, p. 1.

Boetig, Brian Parsi, Special Agent, FBI, San Francisco, California, "The Structured Investigative Interview," June, p. 9.

Bulzomi, Michael J., Special Agent, Legal Instruction Unit, FBI Academy, "Search Incident to Arrest in the Age of Personal Electronics," September, p. 26.

Burke, Tod, Professor, Radford University, Radford, Virginia, "Veterinary Forensics: Animals Curtailing Crime," October, p. 12.

Burnett, Ed, Lieutenant, Gardena, California, Police Department, "Crime Analysis Reporting and Mapping for Small Agencies: A Low-Cost and Simplified Approach," October, p. 15.

C

Capron, Rhonda A., Professor, William Jessup University, Rocklin, California, "E-Sourcing: Another Tool for Law Enforcement?," January, p. 12.

Capron, Timothy A., Instructor, California State University, Sacramento, "E-Sourcing: Another Tool for Law Enforcement?," January, p. 12.

Casey, James, Special Agent, Eurasia Section, FBI Headquarters, "Dealing with Hawala: Informal Financial Centers in the Ethnic Community," February, p. 10.

Coleman, Todd, "Documenting the Use of Force," November, p. 18.

D

Davis, Edward F., "The Deadly Mix: Officers, Offenders, and the Circumstances That Bring Them Together," January, p. 1; "Street-Gang Mentality: A Mosaic of Remorseless Violence and Relentless Loyalty," September, p. 1.

de Fabrique, Nathalie, Adjunct Faculty Member, Nova Southeastern University, Davie, Florida, "Understanding Stockholm Syndrome," July, p. 10.

Duff, H. Wayne, Captain, Lynchburg, Virginia, Police Department, "Effective Leaders: Do We Have the Right Answers?" March, p. 20.

Dyer, Carol, Intelligence Analyst, Counterterrorism Division, FBI Headquarters, "Countering Violent Islamic Extremism: A Community Responsibility," December, p. 3.

F

Feemster, Samuel L., "Spirituality: The DNA of Law Enforcement Practice," November, p. 8.

Fitzgerald, James R., Special Agent, Critical Incident Response Group, FBI Academy, "The FBI's Communicated Threat Assessment Database: History, Design, and Implementation," February, p. 6.

Fromme, Robert, Retired Detective and Senior Consultant, McLean, Virginia, "Operation Smokescreen: A Successful Interagency Collaboration," December, p. 20.

G Gordon, Arthur, Commander, Orange County, Florida, Sheriff's Office, "License Plate Recognition Technology: Innovation in Law Enforcement Use," March, p. 8.

Gove, Tracey G., Detective Sergeant, West Hartford, Connecticut, Police Department, "From Police Officer to Part-time Professor: Making the Leap into the College Classroom," April,

p. 14; "Empowerment and Accountability: Tools for Law Enforcement Leaders," September, p. 8.

H

Hannah, Mike, Former South District Commander, Anaheim, California, Police Department, "Fraudulent Online Hotel Booking," May, p. 1.

Hanwell, Dennis, Chief, Medina, Ohio, Police Department, "Cooperative Investigations of Methamphetamine Laboratories," August, p. 18.

Hodges, Keith, Senior Instructor, Legal Division, Federal Law Enforcement Training Center, Glynco, Georgia, "Tracking 'Bad Guys': Legal Considerations in Using GPS," July, p. 25.

Hoffman, Daniel, Chief, Fairbanks, Alaska, Police Department, "The Community Partner Editorial: A Public Relations Strategy," September, p. 22.

Holcomb, Jayme W., Chief, Legal Instruction Section, DEA Academy, "Abandonment of Items Associated with the Person," August, p. 23.

Hoover, Lucy Ann, Special Agent, Legal Instruction Unit, FBI Academy, "Getting Schooled in the Fourth Amendment," March, p. 22.

J

Johnson, Bart R., Colonel and Deputy Superintendent, New York State Police, "A Look at Fusion Centers: Working Together to Protect America," December, p. 28.

Joyner, Charles, Special Agent, FBI, Los Angeles, California, "The Dynamic Resistance Response Model: A Modern Approach to the Use of Force," September, p. 15.

K

King, Martin J., Special Agent, Legal Instruction Unit, FBI Academy, "Time, Place, and Manner: Controlling the Right to Protest," May, p. 20.

Knight, Douglas A., Special Agent, FBI, Jackson, Mississippi, "Perfect Practice Makes Perfect: The Importance of Accurate Firearms Training," June, p. 1.

L

Lee, W. Dean, "Program Evaluation: Improving Operational Effectiveness and Organizational Efficiency (Part One), November, p. 1.

Lindsey, Dennis, Special Agent, DEA Academy, "Police Fatigue: An Accident Waiting to Happen," August, p. 1.

Lize, Steven, Legislative Policy Analyst, Florida Legislature, "Investigating Human Trafficking: Challenges, Lessons Learned, and Best Practices," April, p. 24.

Lovell, Hugh E., Assistant Superintendent, Trinidad and Tobago Police Service, "Reflection and Remembrance," June, p. 22.

Luders, Wade, Special Agent, FBI, San Francisco, California, "Child Pornography Web Sites: Techniques Used to Evade Law Enforcement," July, p. 17.

M

Markey, Jim, Sergeant, Phoenix, Arizona, Police Department, "After the Match: Dealing with the New Era of DNA," October, p. 1.

McCoy, Ryan E., Intelligence Analyst, Counterterrorism Division, FBI Headquarters, "Countering Violent Islamic Extremism: A Community Responsibility," December, p. 3.

Miller, Charles E., III, Instructor, FBI, Clarksburg, West Virginia, "The Deadly Mix: Officers, Offenders, and the Circumstances That Bring Them Together," January, p. 1; "Street-Gang Mentality: A Mosaic of Remorseless Violence and Relentless Loyalty," September, p. 1.

Miller, Laurence, Clinical, Forensic, and Police Psychologist, Boca Raton, Florida, "The Psychological Fitness-for-Duty Evaluation," August, p. 10.

O

Olson, Dean T., Captain, Douglas County, Nebraska, Sheriff's Department, "Financing Terror," February, p. 1.

P

Parsons, Matthew E., Assistant Director, Planning and Evaluation, Naval Criminal Investigative Service, "Efficient and Effective: Guidelines for Meeting the Mission of the Future," October, p. 6.

Patterson, Terri, Special Agent, FBI, Miami, Florida, "Child Sex Tourism: A Dark Journey," January, p. 16.

Pinnizzotto, Anthony J., "The Deadly Mix: Officers, Offenders, and the Circumstances That Bring Them Together," January, p. 1; "Street-Gang Mentality: A Mosaic of Remorseless Violence and Relentless Loyalty," September, p. 1.

R

Raffel, Robert T., Senior Director, Greater Orlando Aviation Authority, Florida, "Intelligence and Airports," April, p. 1.

Rodriguez, Joel, Intelligence Analyst, Counterterrorism Division, FBI Headquarters, "Countering Violent Islamic Extremism: A Community Responsibility," December, p. 3.

Romano, Stephen J., Retired Special Agent, FBI, private consulting firm, Greenville, South Carolina, "Understanding Stockholm Syndrome," July, p. 10.

Ross, Kelly, Constable, Royal Canadian Mounted Police, "Diamond and Jewelry Industry Crime," February,

p. 17.

Rudd, Jonathan L., Special Agent, Legal Instruction Unit, FBI Academy, "Consular Notification and Access: The 'International Golden Rule,'" January, p. 22.

S

Schott, Richard G., Special Agent, Legal Instruction Unit, FBI Academy, "Religion in the Public Workplace: Regulation and Accommodation," June, p. 23.

Schwein, Rick, Special Agent, FBI, Tampa, Florida, "Operation Smokescreen: A Successful Interagency Collaboration," December, p. 20.

Sewell, Charlie, Chief, Mc-Minnville, Tennessee, Police Department, "Gratuities: Pay Now or Later," April, p. 8.

Sewell, James D., Former Assistant Commissioner of the Florida Department of Law Enforcement, "Working with the Media in Times of Crisis: Key Principles for Law Enforcement," March,

p. 1.

Simons, Andre B., Special Agent, Critical Incident Response Group, FBI Academy, "The Structured Investigative Interview," June, p. 9.

Smith, Angus, Officer in Charge, Alternative Analysis, National Security Criminal Investigations, Royal Canadian Mounted Police, "Words Make Worlds: Terrorism and Language," December, p. 12.

V

Van Duyn, Donald N., Deputy Assistant Director, Counterterrorism Division, FBI Headquarters, "Countering Violent Islamic Extremism: A Community Responsibility," December, p. 3.

Van Hasselt, Vincent B., Professor, Nova Southeastern University, Davie, Florida, and Part-time Offi cer, Plantation, Florida, Police Department, "Understanding Stockholm Syndrome," July, p. 10.

Vecchi, Gregory M., Special Agent, Behavioral Science Unit, FBI Academy, "Understanding Stockholm Syndrome," July, p. 10.

W

Welter, John, Chief, Anaheim, California, Police Department, "Fraudulent Online Hotel Booking," May, p. 1.

Willis, Dan, Lieutenant, La Mesa, California, Police Department, "Addressing High-Crime Motels," March, p. 14.

Wolf, Ross, Division Chief, Orange County, Florida, Sheriff's Office Reserve Unit, and Assistant Professor, University of Central Florida, Orlando, "License Plate Recognition Technology: Innovation in Law Enforcement Use," March, p. 8.

Y

Yost, Joseph, Graduate Student, Radford University, Radford, Virginia, "Veterinary Forensics: Animals Curtailing Crime," October, p. 12.

The Bulletin Notes

Law enforcement officers are challenged daily in the performance of their duties; they face each challenge freely and unselfishly while answering the call to duty. In certain instances, their actions warrant special attention from their respective departments. The Bulletin also wants to recognize those situations that transcend the normal rigors of the law enforcement profession.

Deputy Stenzel

One night while on patrol, Deputy Jason Stenzel of the Door County, Wisconsin, Sheriff's Department noticed a plume of smoke emanating from a residence. Upon approaching the house, he observed flames coming out of the soffits and the garage area. Deputy Stenzel immediately notified the fire department and then ran to the residence, which was filling with smoke. After breaking a window, he alerted, located, and removed one of the residents, who had been asleep. He then found and helped a second person, who also was unaware of the fire, to safety. As a result, no one was seriously hurt, and part of the home was saved.

 

Deputy Long Lieutenant Butler

Deputy Andrew Long of the Greene County, Missouri, Sheriff's Department and Lieutenant Gary Butler of the Fair Grove, Missouri, Police Department responded to a report of an occupied vehicle swept off a low water bridge into a flooded river. Upon arrival, they found a truck almost completely submerged in the water; a young girl was clinging to the roof. Firefighters were awaiting the arrival of a rescue crew. Fearing the rapidly rising river, the officers took action immediately. Deputy Long borrowed a length of rope from the fire department and tied it around his waist after stripping off as much of his heavy gear as possible. He then entered the water. Lieutenant Butler also went into the river and secured the rope while Deputy Long swam to the truck and grabbed the child. Lieutenant Butler and the firefighters then pulled him back out of the water. Although frightened and cold, the 6-year-old girl was not injured.

Nominations for the Bulletin Notes should be based on either the rescue of one or more citizens or arrest(s) made at unusual risk to an officer's safety. Submissions should include a short write-up (maximum of 250 words), a separate photograph of each nominee, and a letter from the department's ranking officer endorsing the nomination. Submissions should be sent to the Editor, FBI Law Enforcement Bulletin, FBI Academy, Law Enforcement Communication Unit, Hall of Honor, Quantico, VA 22135.

U.S. Department of Justice
Federal Bureau of Investigation
FBI Law Enforcement Bulletin
935 Pennsylvania Avenue, N.W.
Washington, DC 20535-0001

Official Business
Penalty for Private Use $300

Periodicals
Postage and Fees Paid
Federal Bureau of Investigation
ISSN 0014-5688

Patch Call

The patch of the Indiana Conservation Officers Organization is designed around the Indiana state seal and features the shape of an arrowhead. The seal depicts the rise of the state of Indiana and the continued trek westward of a new nation. A settler is seen clearing the forest as a buffalo runs to the plains. The sun rises over the mountains to the east.

 

The Gouverneur, New York, Police Department patch displays the Village Arch, a war memorial displaying the names of residents who gave their lives protecting their country. Over the arch is a gold eagle. The American and Canadian flags--Gouverneur is only 30 miles from the international border--stand in front of the arch.