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

Artistic participatory video-making for science engagement

This paper uses theatre to frame reflexive discussions on the use of participatory video making for science engagement. The ‘JuxtaLearn’ research project is presented as a case-study that focuses on performance concepts such as audience, purpose, improvisation or final production as a lens for supporting technology-enabled creative exploration. Three different approaches were taken to creative participatory video making processes: co-creation by learners, as a communication tool for researchers and as a public engagement tool. Differing expectations about the timing and aim of the research process created considerable debate among the research team regarding the control of and purpose of filmmaking. It was not the topic of debate within the film that was deemed controversial, but more who, when and in what ways these debates occurred. Theatrical and HCI concepts of audience, performance ownership, improvisation and storyboarding, boundary object creation, participation and boundary creatures are foci of debate within the project

Turn it on its head! Juxtaposed Learning

It has been long understood that creative approaches can increase student engagement in learning. However, recent research has started to uncover a clear impact upon learning progression and transforming student understanding across disciplines. This paper details a series of case studies from the JuxtaLearn project conducted across Europe in schools and HE. The results show an increase in students’ depth of understanding (deep learning) through creative juxtaposed approaches, in particular using participatory video making. For this research, an ecology of different devices (mobiles, tablets, tabletops, large screens and computers) was used to scaffold a juxtaposed collaborative learning process supporting a deeper understanding of ‘tricky topics’. We have worked with >114 students in science, maths, technology, drama and religious education within schools and universities in the UK and across Europe. The findings identified issues around the process of storytelling learning topics and the tools that can inhibit and support that process being bound by norms of practice within that context. A discussion is presented of the role of creativity within the science, technology, engineering and methods disciplines (STEM)

Zeeman Slowers for Strontium based on Permanent Magnets

We present the design, construction, and characterisation of longitudinal- and transverse-field Zeeman slowers, based on arrays of permanent magnets, for slowing thermal beams of atomic Sr. The slowers are optimised for operation with deceleration related to the local laser intensity (by the parameter $\epsilon$), which uses more effectively the available laser power, in contrast to the usual constant deceleration mode. Slowing efficiencies of up to $\approx$ $18$ $$ are realised and compared to those predicted by modelling. We highlight the transverse-field slower, which is compact, highly tunable, light-weight, and requires no electrical power, as a simple solution to slowing Sr, well-suited to spaceborne application. For $^{88}$Sr we achieve a slow-atom flux of around $6\times 10^9$ atoms$\,$s$^{-1}$ at $30$ ms$^{-1}$, loading approximately $5\times 10^8$ atoms in to a magneto-optical-trap (MOT), and capture all isotopes in approximate relative natural abundances

Tools and Technologies for Advancing Professional Development

A large number of professional development studies have focused on the possible impact of professional development activities to improve practice and learning; for example, the impacts of the professional development on the learner (Buczynski & Hansen, 2010; Desimone, 2009; Ingvarson, Meiers, & Beavis, 2005). Other studies have looked at developing and implementing evaluation models to improve practice and learning (e.g. Guskey, 2000; Van Veen, Zwart, & Meirink, 2012). However, these approaches tend to focus on the end outcome of a process rather than a continue cycle for improvement, change and reflection. As Merchie et al. (2018) state, investigators and practitioners have been working towards making more innovative, thoughtful and informed ways to develop relevant, updated and personalised professional development initiatives that goes beyond processes (Desimone, 2009; King, 2014). Professional development can be viewed from both a top-down, organisational perspective and also from a bottom-up, life-long learning view. This presentation will show how these perspectives can be related through 3 key factors: Context, Philosophy and Delivery (CPD), which through a connection of top-down and bottom-up, leads to what we describe as the CPD2 cycle. A number of different delivery tools, methods and approaches have been used in the CPD2 cycle through the work of colleagues at the OU, such as games-based learning, evidence cafés, tricky topics, social media, video conferencing, personalisation and multimodal delivery. We focus on games-based learning, social media and multimodal delivery as examples of technologies that have produced positive impacts on professional development and professional digital learning

Why do seniors leave resistance training programs?

Purpose: The proportion of the population, that is older, is growing at a faster rate than other age groups. Physical activity is important for older people because it assists in living independently. Participating in resistance training on a regular basis (twice weekly) is recommended for older people; yet, fewer than 15% of people over 60 years achieve this level. The aim of this article was to investigate the factors contributing to older people’s decisions to stop participation in a resistance training program. Participants and methods: Participants were older people who had chosen to participate in a structured resistance training program specifically designed for seniors and then after a period of time discontinued. This population received a questionnaire in the mail focused on factors contributing to their cessation of resistance training exercise. Qualitative results were analyzed using inductive content analysis. Results: Fifty-six survey responses were received (average age 71.5 years, SD =9.0; 79% females). Injury, illness, and holidaying were the main reasons for ceasing participation. A small but important number of responses (11%) reported that they considered they were not provided with sufficient support during the resistance training programs. Conclusions: To attract and retain their senior clients, the results indicate that program organizers need to provide tailored support to return to resistance training after injury and offer flexible and individualized services that accommodate older people’s life choices in retirement

Agitation near the end of life with dementia: An ethnographic study of care

Background and objectivesAgitation is common in people living with dementia especially at the end of life. We examined how staff interpreted agitation behavior in people with dementia nearing end of life, how this may influence their responses and its impact on the quality of care.Research designEthnographic study. Structured and semi-structured non-participant observations (referred to subsequently in this paper as "structured observations") of people living with dementia nearing the end of life in hospital and care homes (south-east England) and in-depth interviews with staff, conducted August 2015-March 2017.MethodsThree data sources: 1) detailed field notes, 2) observations using a structured tool and checklist for behaviors classed as agitation and staff and institutional responses, 3) staff semi-structured qualitative interviews. We calculated the time participants were agitated and described staff responses. Data sources were analyzed separately, developed continuously and relationally during the study and synthesized where appropriate.ResultsWe identified two main 'ideal types' of staff explanatory models for agitation: In the first, staff attribute agitated behaviors to the person's "moral judgement", making them prone to rejecting or punitive responses. In the second staff adopt a more "needs-based" approach in which agitation behaviors are regarded as meaningful and managed with proactive and investigative approaches. These different approaches appear to have significant consequences for the timing, frequency and quality of staff response. While these models may overlap they tend to reflect distinct organizational resources and values.ConclusionsCare worker knowledge about agitation is not enough, and staff need organizational support to care better for people living with dementia towards end of life. Positional theory may help to explain much of the cultural-structural context that produces staff disengagement from people with dementia, offering insights on how agitation behavior is reframed by some staff as dangerous. Such behavior may be associated with low-resource institutions with minimal staff training where the personhood of staff may be neglected