Do the citizens of Europe trust their police?

Purpose - The maintenance of public order and the control of crime are clearly amongst the primary objectives of global law enforcement agencies. An important antecedent to this is the consideration of public trust in their police force. The purpose of this paper is to utilise data from the 5th Round European Social Survey (ESS), to investigate how public social indicators may highlight the level of trust in a country’s police force. Design/methodology/approach – The results from the ESS are analysed using fuzzy-set Qualitative Comparative Analysis (fsQCA), multiply conjunctional causal configurations of the considered social indicators are then established and analysed. Findings - A consequence of using fsQCA, asymmetric causal configurations are identified for the relative high and low limiting levels of trust towards the police in the considered countries. The results offer novel insights into the relationship between social indicators and police trust, as well as expositing a nascent technique (fsQCA) that may offer future potential in this area. Originality/value – This paper introduces a novel technique to analyse a major European data set relating to citizens perceptions of the police. The findings might prove useful for policing organisations as they develop strategies to maintain/improve the level of trust and confidence of citizens in the policing services they provide

Construals as a complement to intelligent tutoring systems in medical education

This is a preliminary version of a report prepared by Meurig and Will Beynon in conjunction with a poster paper "Mediating Intelligence through Observation, Dependency and Agency in Making Construals of Malaria" at the 11th International Conference on Intelligent Tutoring Systems (ITS 2012) and a paper "Construals to Support Exploratory and Collaborative Learning in Medicine" at the associated workshop on Intelligent Support for Exploratory Environments (ISEE 2012). A final version of the report will be published at a later stage after feedback from presentations at these events has been taken into account, and the experimental versions of the JS-EDEN interpreter used in making construals have been developed to a more mature and stable form

Empirical modelling principles to support learning in a cultural context

Much research on pedagogy stresses the need for a broad perspective on learning. Such a perspective might take account (for instance) of the experience that informs knowledge and understanding [Tur91], the situation in which the learning activity takes place [Lav88], and the influence of multiple intelligences [Gar83]. Educational technology appears to hold great promise in this connection. Computer-related technologies such as new media, the internet, virtual reality and brain-mediated communication afford access to a range of learning resources that grows ever wider in its scope and supports ever more sophisticated interactions. Whether educational technology is fulfilling its potential in broadening the horizons for learning activity is more controversial. Though some see the successful development of radically new educational resources as merely a matter of time, investment and engineering, there are also many critics of the trends in computer-based learning who see little evidence of the greater degree of human engagement to which new technologies aspire [Tal95]. This paper reviews the potential application to educational technology of principles and tools for computer-based modelling that have been developed under the auspices of the Empirical Modelling (EM) project at Warwick [EMweb]. This theme was first addressed at length in a previous paper [Bey97], and is here revisited in the light of new practical developments in EM both in respect of tools and of model-building that has been targetted at education at various levels. Our central thesis is that the problems of educational technology stem from the limitations of current conceptual frameworks and tool support for the essential cognitive model building activity, and that tackling these problems requires a radical shift in philosophical perspective on the nature and role of empirical knowledge that has significant practical implications. The paper is in two main sections. The first discusses the limitations of the classical computer science perspective where educational technology to support situated learning is concerned, and relates the learning activities that are most closely associated with a cultural context to the empiricist perspective on learning introduced in [Bey97]. The second outlines the principles of EM and describes and illustrates features of its practical application that are particularly well-suited to learning in a cultural setting

Peptide mass fingerprinting using field-programmable gate arrays

The reconfigurable computing paradigm, which exploits the flexibility and versatility of field-programmable gate arrays (FPGAs), has emerged as a powerful solution for speeding up time-critical algorithms. This paper describes a reconfigurable computing solution for processing raw mass spectrometric data generated by MALDI-TOF instruments. The hardware-implemented algorithms for denoising, baseline correction, peak identification, and deisotoping, running on a Xilinx Virtex-2 FPGA at 180 MHz, generate a mass fingerprint that is over 100 times faster than an equivalent algorithm written in C, running on a Dual 3-GHz Xeon server. The results obtained using the FPGA implementation are virtually identical to those generated by a commercial software package MassLynx

A definition of the ARCA notation

ARCA is a programming notation intended for interactive specification and manipulation of combinatorial graphs. The main body of this report is a technical description of ARCA sufficiently detailed to allow an interpreter to be developed. Some simple illustrative programs are included. ARCA incorporates variables for denoting primitive data elements (essentially vertices, edges and scalars), and diagrams (essentially embedded graphs). A novel feature is the use of two kinds of variable: the one storing values (as in conventional procedural languages), the other functional definitions (as in nonprocedural languages). By means of such variables, algebraic expressions over the algebra of primitive data elements may represent either explicit values or formulae. The potential applications and limitations of ARCA, and more general "algebraic notations" defined using similar principles, are briefly discussed

Plant genomics – a way forward?

This report was presented at the UK Organic Research 2002 Conference. Diseases of plants cause significant losses in crop yield and quality. Plants contain a battery of genes whose role is to prevent pathogens invading. Their effective use in crop plants is very important in crop production and especially in chemical free cropping systems. Such genes are introduced into crop varieties by plant breeding. The new science of genomics may enable scientists to recognise all the resistance genes present in a plant. This will eventually allow plant breeders to more precisely and rapidly select useful resistant plants in their breeding programmes. Furthermore, genomics could enable effective deployment of these genes in cropping systems, so providing more durable resistance

Evaluating definitive principles for interaction in graphics

This paper is an appraisal of current progress towards supporting interactive graphics within the framework of a general-purpose programming paradigm based upon definitions. It considers how the use of definitive principles relates to other work, why it appears promising, and what progress has been made towards the resolution of technical difficulties. It re-examines potential for applications of definitive principles in interactive graphics in the light of more recently developed ideas about dealing with control issues and dynamically changing relationships in a definitive programming framework. It also takes account of new research into notations for graphics that makes use of geometrical constructions. As a subsidiary theme, the paper contrasts the support for reference and representation of geometric relationships in various kinds of interactive graphics systems

Constructionism through construal by computer

Traditional computer programming is not well-aligned to the needs of constructionism. Orthodox programming principles are oriented towards prescribing processes that address clearly specified uses. Functional specification and optimised execution do not encourage interactive exploration and open-ended interpretation. We propose making construals by computer using Empirical Modelling principles as an alternative to conventional computer programming. The merits of this approach are discussed and illustrated using construals for Sudoku solving. Our Sudoku solving construals are made up of definitions that express dependencies between observables. Many kinds of human agency can be expressed through modifying the current set of definitions. The construal serves as a shared artefact with which developers, teachers and pupils can all interact concurrently in essentially the same way, each according to their role and experience. Our preliminary experiments with schoolchildren highlight potential for rich and radically new kinds of learning experience and unprecedented scope for recording, monitoring and intervening in support of constructionist learning. Further empirical study is a vital next step