Early environmental field research career exploration: An analysis of impacts on precollege apprentices

Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station–based research teams. In a longitudinal mixed-methods study grounded in social cognitive career theory, changes in youth perspectives were measured during program progression from 10th grade through college, evaluating the efficacy of encouraging career path entry. Results indicate SIFT provided self-knowledge and career perspectives more aligned with reality. During SIFT, differences were found between SIFT-only participants compared with those who progressed to TERF. Transition from educational activities to fieldwork with scientists was a pivotal moment at which data showed decreased or increased interest and confidence. Continuation to TERF provided deeper relationships with role models who gave essential early-career support. Our study indicates the two-stage apprenticeship structure influenced persistence in pursuit of an environmental research career pathway. Recommendations for other precollege environmental career–exploration programs are presented

"You want to catch the biggest thing going in the ocean": a qualitative analysis of intimate partner stalking

This study employs a qualitative phenomenological exploration of the “lived” experiences of male intimate partner stalking (IPS) perpetrators serving a custodial sentence in the United Kingdom for an offense related to intimate partner violence (IPV). The purpose of this study is to capture the nature and complexity of the experiences of the pathway to IPS from the perspective of the perpetrator. The study seeks to provide a unique understanding of how IPS perpetrators attribute meaning to their behavior, illuminating the underpinning cognitive characteristics and emotions that play a role in their behavior. Semi-structured interviews were conducted with seven men with a history of IPS behavior. The resultant transcripts were analyzed using interpretative phenomenological analysis (IPA). Five superordinate themes reflecting participants’ experiences were identified: (a) “The quest for attention and affection creating connection,”(b) “Conflicted identity and extremes of self,” (c) “My life, a film set,” (d) “Gameplaying: One step ahead,” and (e) “Severed connections, changing the Gameplay.” The findings are presented in relation to the existing literature and theoretical frameworks which seek to explain stalking perpetration. The analysis provides a greater understanding of men who have engaged in IPS behavior, demonstrating how hearing the perspective of the perpetrator has value in informing theory and intervention. The study has provided valuable insight into the cognitive characteristics of this population and a rich understanding of the profiles of men who have engaged in IPS behavior. Implications for forensic practice, policy, and research are outlined, and recommendations for future research and overall limitations are discussed

Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

© The Author(s) 2018. Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world

Privacy Preserving Internet Browsers: Forensic Analysis of Browzar

With the advance of technology, Criminal Justice agencies are being confronted with an increased need to investigate crimes perpetuated partially or entirely over the Internet. These types of crime are known as cybercrimes. In order to conceal illegal online activity, criminals often use private browsing features or browsers designed to provide total browsing privacy. The use of private browsing is a common challenge faced in for example child exploitation investigations, which usually originate on the Internet. Although private browsing features are not designed specifically for criminal activity, they have become a valuable tool for criminals looking to conceal their online activity. As such, Technological Crime units often focus their forensic analysis on thoroughly examining the web history on a computer. Private browsing features and browsers often require a more in-depth, post mortem analysis. This often requires the use of multiple tools, as well as different forensic approaches to uncover incriminating evidence. This evidence may be required in a court of law, where analysts are often challenged both on their findings and on the tools and approaches used to recover evidence. However, there are very few research on evaluating of private browsing in terms of privacy preserving as well as forensic acquisition and analysis of privacy preserving internet browsers. Therefore in this chapter, we firstly review the private mode of popular internet browsers. Next, we describe the forensic acquisition and analysis of Browzar, a privacy preserving internet browser and compare it with other popular internet browser