Countering Kidnapping in a Globalised World: a critical analysis of the production, transfer and application of high security knowledge

This thesis provides an investigation of the production, transfer and application of the knowledge associated with counter-kidnap. I examine the processes and contexts that shape transnational knowledge transfer and its application. As far as I am aware, this qualitative research is the first one adding an empirical detail to our understanding of these processes with respect to kidnappings for ransom. The first two parts of the thesis provide a breakdown of the information provided by formal counter-kidnap documents, other ways of transferring high-security knowledge, and their barriers. A number of formal institutions and processes exist for transferring knowledge and practices around mitigating serious crime and I explain in detail in which respects they can be problematic. The third part identifies an implementation gap, since local practices and processes impede transnational initiatives. I discuss the effects of the specific police sub-culture which hinders the transfer and application of the relevant knowledge. In the final part I review the so-called risk management companies, which represent a fairly new private field responding to kidnapping risks, both preventatively and reactively. I suggest that the emergence of these companies results from the high prices of knowledge transfer and inter-institutional barriers to that transfer, as well as the poor outcomes of the responses to kidnappings by the public sector. The overall picture emerging is that the transfer of high-security information is not as fluid as we might think. There are informal processes and practices that influence the transfer and application of knowledge and my data demonstrate the detail and complexity around the type of knowledge work police engage in

Student Parents or Parent Students in Lockdown Pandemic? A Third Space approach

The pandemic has affected families in many ways. Parents, who at the same time are studying, tend to be an under-represented cohort of adult learners, and in this study, their experiences and reflections, on how they navigated through their dual identities during lockdown, are explored. Through an online survey, 91 student parents from 20 different higher education institutions in the United Kingdom shared their views as to how they balanced their parenting and studying responsibilities during lockdown in early 2021. Findings indicate how student parents felt both their roles were impacted rather negatively, but also how the pandemic provided them opportunities for bridging and resisting binaries, through the emergence of a Third Space (Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge; Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell). The study shows how student parents re-positioned their identities, identified ways to manage disruptions caused by the lockdown and acknowledged family time and family relationships as very important

‘They don't realise how hard it is’. Investigating the lived experiences of higher education students with parental responsibilities during the Covid-19 pandemic

Anecdotal reports of student parents’ challenges during the Covid-19 pandemic prompted this explorative study; investigating the lived experiences of UK student parents and the provision of Higher Education support. Data was derived from 91 online surveys, 20 follow-up interviews, and analysis of 100 university websites. This occurred during the pandemic lockdowns whenthe stresses, challenges and opportunities of balancing their simultaneous roles of parent and student were intensified due to school closures. The Double ABC-X model provided a framework for examining participant's lived experiences, and the role that Higher Education institutions could play in effecting positive coping and adaptation. Findings indicate that universities need to implement strategies to enhance support for this sector, including greater awareness of the vulnerabilities and challenges involved, more flexibility and adaptability in the university ethos, formal and informal policies and structures to provide more effective support and advice for juggling these simultaneous demands

Rating education for sustainable development in the early years: A necessity or a challenge?

The aim of this paper is to contribute to the debate about the role and necessity of measuring ESD/GC in early childhood

Jahresbericht des Rigaer Gewerbevereins für das Jahr 1924

Im Vereinsjahr 1924 bestanden innerhalb des Vereins folgende ständige Kommissionen: a. die Baukommission. b. Bibliothekkommission. c. Diskutierabendkommission. d. Haus- und Vergnügungskommission. e. Kassendelegation. f. Mietkommission. g. Untersuchungskommission

Intuitive and Informal Knowledge in Preschoolers’ Development of Probabilistic Thinking

Preschoolers develop a wide range of mathematical informal knowledge and intuitive thinking before they enter formal, goal-oriented education. In their everyday activities young children get engaged with situations that enhance them to develop skills, concepts, strategies, representations, attitudes, constructs and operations concerning a wide range of mathematical notions. Recently there is scientific interest in linking children’s informal and formal knowledge in order to provide them with opportunities to avoid biases aiming at formulating, perceiving, reflecting on and exercising probabilistic notions. The current study investigates preschoolers’ (N=90) intuitive understanding of the likelihood of events in a probabilistic task with spinners. Participants, at the age of 4 to 6, are tested on their predictions of the most probable outcome prior to and after an instructive session of reasoning. The probabilistic task, based on constructivist principles, includes methodological alterations concerning the sample space and the themes of the stimuli. Educational implications are further discussed under the general point of view that in order to link informal to formal mathematical learning in preschool classroom, the subject content and the cognitive capacity of children are important to match

Report of the 4th Workshop on Age Reading of horse mackerel, Mediterranean horse mackerel and blue jack mackerel (Trachurus trachurus, T. mediterraneus and T. picturatus) (WKARHOM)

Based on the previous work from WKARHOM3 (ICES, 2018), the Working Group on Biological Parameters (ICES, 2020) identified the need for a new otolith exchange followed by an age read-ing Workshop. The Workshop on Age reading of Horse Mackerel, Mediterranean Horse Macke-rel and Blue Jack Mackerel (Trachurus trachurus, T. mediterraneus and T. picturatus) (WKAR-HOM4) had several main objectives; to review the current protocols of ageing Trachurus species, to update the advances in the validation of the ageing criteria (i.e. the annual deposition of one annulus, coherency of the interpretation), to evaluate the new precision of ageing data of Tra-churus species and to update guidelines, common ageing criteria and reference collections of otoliths. An online otolith exchange was performed using SmartDots during 2021 and 2022, and results including the three Trachurus species were published in advance of the meeting, showing a low Percentage of Agreement (PA) both when considering all the readers (44-55%) and the advanced readers only (52-54%) (Massaro and Jurado-Ruzafa, 2022). For T. trachurus the Coef-ficient of Variation (CV) was lower for the sliced samples (22-18%) than for whole otoliths sam-ples (44-38%). Readers participating in the exchange, following discussion during the WKAR-HOM4 meeting, agreed that the main cause of age determination error for T. trachurus was due to the different otolith preparation techniques (whole/sliced). These differences reflect the stunted growth and compactness of the annuli in older specimens (from the 4th-5th annuli on-wards). Anyway, for the three Trachurus species, there are several difficulties in age determina-tion: identification of the first growth annulus, presence of many false rings (mainly in the first and second annuli) and the interpretation and identification of the edge characteristics (opaque/translucent). The second reading exercise was performed during the workshop orga-nized in four different events (i.e. Trachurus trachurus whole otoliths -135 images-, T. trachurus sliced otoliths -95 images- T. mediterraneus whole otoliths -150 images- and T. picturatus whole otoliths –121 images). For T. trachurus no enhancement among readers’ precision was observed in all cases, in terms of PA and CV. Conversely, for T. mediterraneus and T. picturatus a notice-able improvement in terms of PA and decrease of CV occurred compared to the pre-workshop exchange. Finally, this group updated the ageing guidelines and a reference collection of images for all the species, with the aim to employ these tools for all laboratories.ICESN

Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology

Background: A recent dialogue in the field of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the field evolves and diversifies in its approaches, contents, and contexts over time and in different countries, cultures, and settings. Within this paper, we report the systematic and iterative processes undertaken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net). Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and definitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then finalized based on the feedback received from 50 international PLaTO member participants who responded to ≥ 3 rounds of the consultation survey and dialogue. Finally, efforts to share and disseminate project outcomes were made through different online platforms. Results: This paper presents the final definitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontology model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The final terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability). Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and interdisciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO

Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology

Background: A recent dialogue in the feld of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the feld evolves and diversifes in its approaches, contents, and contexts over time and in diferent countries, cultures, and settings. Within this paper, we report the systematic and iterative processes under‑taken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net). Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and defnitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then fnalized based on the feedback received from 50 international PLaTO member participants who responded to≥3 rounds of the consultation survey and dialogue. Finally, eforts to share and disseminate project outcomes were made through diferent online platforms. Results: This paper presents the fnal defnitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontol‑ogy model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The fnal terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability). Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and inter‑disciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO