The effect of two time patterns on developing a secondary motor skill.

Thesis (Ed.M.)--Boston Universit

Police Knowledge Exchange: Summary Report

[Executive Summary] This report draws on research commissioned by the Association of Police and Crime Commissioners (APCC), the National Police Chiefs Council (NPCC) and the Home Office to investigate cultural aspects of knowledge sharing across the police service. The research reviews literature and police perceptions to identify the enablers and barriers to effective knowledge exchange and sharing within and between police forces and police partners, including the public. Data were collected from 11 police forces; 42 in-depth interviews/focus groups and 47 survey responses. The literature-guided analysis identified four core research themes: who, why, what and how we share. Detailed findings are presented in the full report; this summary report presents the core research findings. Recommendations from this study will inform the next phase of activity for the Board. The research identified that cross-force, cross-organisation, national and international sharing relies on a culture supporting individuals who have an independent and reflective sharing approach. A key enabler to police sharing is that, regardless of police rank and role, they all have a strong collaborative nature, through a deep motivation to share, that benefits the wider social community. This collaborative nature is driven by processes that reveal reciprocal benefit and safe sharing, as well as how to effectively ‘get the job done’ and foster professional learning. A key barrier to police sharing is a strong hierarchical culture that does not encourage the independent nature of sharing. Whilst police officers and staff act independently within the confines of their prescribed roles, they rarely independently share beyond this. This hierarchical culture means that innovations in sharing are often initiated or approved top-down and tied to leadership. Hierarchical structures are seen to support a competitive culture combining concepts of risk aversion and blame. The hierarchical culture is also perceived as providing poor clarity on what is of value to share and how to effectively share. There are two key recommendations to overcome this barrier: one long-term and one short-term. Long-term: ‘Become independent sharers’ by changing the nature and culture of the police to encourage this independent nature, so that specific sharing barriers are effectively solved by individuals. Professionalising the police and working collaboratively with academia are steps towards this long-term goal. Short-term: ‘Guide and authorise independent sharing’ by using the hierarchy to scaffold/support and direct police towards effective and approved sharing approaches. This will show the police, through the hierarchy, how and why this independent sharing nature is safe, effective and valued

Police Knowledge Exchange: Full Report 2018

[Executive Summary] This report was commissioned to explore the enablers and barriers to sharing within and between police forces and between police forces and partners, including the public. This was completed from an interdisciplinary review of international literature covering sharing, knowledge exchange, learning and organisational learning. The literature broke down into four main factors; who, why, what and how. An introduction to the literature is presented with ‘Who’ is sharing which considers both personal identity and different institutional issues. The ‘Why’ literature covers issues of cultural and community motivators and barriers. The ‘What’ segment reviews concepts of data, information and knowledge and related legislative issues. Finally, the ‘how’ section spans face to face sharing approaches to technologies that produce both enablers and barriers. A series of 42 in-depth interviews and focus groups were completed and combined with 47 survey responses . The aim of the interviews, focus groups and survey was to show perceptions and beliefs around knowledge sharing from a small sample across policing in order to complement the findings from the literature review. The survey was adapted from a standardised questionnaire (Biggs, 1987). The Biggs questionnaire focused on what motivated students to learn and how they approached their learning. Our adapted survey looked at what motivated police to share, and how they approached sharing. The responses showed a trend, across the police, towards a motivation for sharing to develop a deeper understanding of issues. However, the approaches and the strategies they used to share with others, which were primarily driven by achieving and surface approaches (to get promoted and get the job done). According to Biggs (1987) this could leave them discontented as they never progress to a deeper understanding of issues. Scaffolding sharing within the police through processes that are clearly defined, effective and valued could help to overcome these issues. Within the interviews and focus group findings a similar structured approach to sharing was adopted. Within the ‘who’ section some key aspects around personal relationships, reciprocity and reputation were identified. The ‘why’ the police share was one of the largest discussion points. Not only was there a deep motivation to solve key policing issues there was an approach of reciprocity. Police sharing was deeply motivated to support ‘good practice’ in the prevention and detection of crime. However, a sharing barrier was identified in the parity of value given to different types of knowledge for example between professional judgement and research evidence knowledge. Sharing was achieved when there were reciprocal benefits, in particular with personal networks or face to face sharing which was noted as ‘safe’. Again, this was inhibited by misunderstandings around the ‘risks’ of sharing, frequently attributed to data protection legislation; producing cautious reactions and as an avoidance tactic to save time and effort sharing. However, a divide was noted between technical users and those who avoided any online systems for sharing; often due to poorly designed systems and a lack of confidence in how to use systems. The police culture was identified as being risk-adverse, and competitive due to multiple factors, a lack of supported time to share, Her Majesty’s Inspectorate of Constabulary (HMIC) reviews and promotion criteria. The result was perceived to be a poor cultural ability to learn from mistakes and a likelihood to repeat errors. A set of strategic recommendations are given and include the use of a sharing authorised professional practice for HMIC reviews, sharing networks and training. A further set of operational recommendations are given such as; sharing impact cases for evidence based practice, data sharing officers and evaluating mechanisms for sharing. This full report is supported by the Police Knowledge Exchange Summary Report 2018 which gives an overview of the findings and recommendations

Antigenic and biochemical characterization of bovine rotavirus V1005, a new member of rotavirus serotype 10

Bovine rotavirus (BRV) V1005 is serologically distinct from rotavirus serotypes 1, 2, 3, 4, 5, 6, 8 and 9. BRV V1005 showed cross-reactions with BRV B223, the American prototype of serotype 10 rotavirus, and with BRV E4049, a British serotype 10 isolate. BRV V1005 was, however, not neutralized by four monoclonal antibodies directed against VP7 of BRV B223. Two-way cross-reactions were observed between BRV V1005 and a reassortant rotavirus containing the VP4 from BRV UK. In addition the major tryptic cleavage product of VP4, VP5*, from BRV V1005 is indistinguishable by peptide mapping and its isoelectric point from the homologous protein of BRV UK, but is clearly different from VP5* of BRV NCDV. The peptide map of VP7 from BRV V1005 differed from that obtained for VP7 of BRV U

Legal aspects of Web 2.0 activities: management of legal risk associated with use of YouTube, MySpace and Second Life

As Web 2.0 technologies proliferate, an increasing number of Australians, especially young Australians, are relying primarily on information and communication technologies to engage and interact with each other and the world. If governments are to have meaningful interaction with young people, it is therefore important for them to explore the potential of these communication platforms. But legal considerations must be taken into account when strategising how best to make use of emerging technologies. The report identifies the practical legal risks associated with activities conducted in online participatory spaces. Encompassing Copyright, Privacy, Defamation, Breach of Confidence and other areas of law, the report outlines the main considerations that arise when engaging in the online environment. It also examines the popular social networking platforms YouTube, MySpace and Second Life in detail, analysing legal issues specific to their Terms of Use and functionality

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Conceptualisations of children’s wellbeing at school: the contribution of recognition theory

A large study in Australian schools aimed to elucidate understandings of ‘wellbeing’ and of factors in school life that contribute to it. Students and teachers understood wellbeing primarily, and holistically, in terms of interpersonal relationships, in contrast to policy documents which mainly focused on ‘problem areas’ such as mental health. The study also drew on recognition theory as developed by the social philosopher Axel Honneth. Results indicate that recognition theory may be useful in understanding wellbeing in schools, and that empirical research in schools may give rise to further questions regarding theory

Radio observations of the planetary nebula around the OH/IR Star OH354.88-0.54 (V1018 Sco)

We present radio observations of the unique, recently formed, planetary nebula (PN) associated with a very long-period OH/IR variable star V1018 Sco that is unequivocally still in its asymptoticgiant branch phase. Two regions within the optical nebula are clearly detected in nonthermal radio continuum emission, with radio spectral indices comparable to those seen in colliding-wind Wolf-Rayet binaries. We suggest that these represent shocked interactions between the hot, fast stellar wind and the cold nebular shell that represents the PN's slow wind moving away from the central star. This same interface produces both synchrotron radio continuum and the optical PN emission. The fast wind is neither spherical in geometry nor aligned withany obvious optical or radio axis. We also report the detection of transient H2O maser emission in this nebula.Comment: 11 pages, LaTeX (mn2e.cls), incl. 9 PostScript (ps or eps) figures and 2 tables. Accepted by MNRA