المؤلفون: Alexandra Hegji, Sylvia L. Bryan, Elayne J. Heisler, Library of Congress, Congressional Research Service (CRS)

المصدر: Congressional Research Service. 2024.

تمت مراجعته من قبل الزملاء: N

Page Count: 22

الواصفات: Student Financial Aid, Loan Repayment, Public Agencies, Financial Support, Tables (Data), Educational Legislation, Federal Legislation, National Security, Higher Education, Student Loan Programs, Federal Aid, Public Health, Military Personnel, Teacher Education Programs, Armed Forces, Health Personnel, Public Service, Employees, Health Services, Nursing Education, American Indian Education, Program Descriptions, Legal Education (Professions), Police Education

Laws, Policies and Program Identifiers: National Defense Education Act, Higher Education Act Title IV, Public Health Service Act, Perkins Loan Program

مستخلص: The number and availability of service-contingent loan forgiveness and loan repayment programs have expanded considerably since the establishment of the first major federal loan forgiveness program under the National Defense Education Act of 1958. This report provides information on federally authorized service-contingent student loan forgiveness and repayment programs in two tables. Table 1 lists programs that were operational on or after October 1, 2021. Table 2 lists such programs that were previously operational prior to October 1, 2021; that were never active; or for which program information is unavailable. Both tables contain the following information: (1) program name; (2) statutory citation; (3) administering agency; (4) qualifying service required of program participants; (5) maximum amount of benefits program participants can receive; (6) most recently available data regarding the amount of funds appropriated for the program or the amount of benefits awarded under the program; and (7) resources for additional information.

Abstractor: ERIC

العنوان البديل: GAPS BETWEEN THE POLICE DOCTRINE AND PLANNING AND DELIVERY OF POLICE SURVEILLANCE SERVICE IN THE METROPOLITAN OF BOGOTÁ.

المؤلفون: SANTOFIMIO FERNÁNDEZ, LUIS ALFONSO¹ luis.santofimio@correo.policia.gov.co

المصدر: OPERA - Observatorio de Políticas, Ejecución y Resultados de la Administración Pública. jul-dec2024, Issue 35, p121-147. 27p.

مصطلحات موضوعية: *POLICE education, *POLICE, *RECOGNITION (Psychology), *RECOGNITION (Philosophy)

الملخص (بالإنجليزية): The central objective of this research was to identify the major challenges of police education for the Comprehensive Transformation Process of the National Police. For its development, a qualitative methodology was used based on the development of three phases: theoretical, identifying the normative and political mandates that establish the line of police education; descriptive, through a recognition and analysis of the goals that the Police Education Directorate (formerly National Directorate of Schools) of the National Police must face and the actions that must be undertaken to achieve them, as well as the needs that arise from the training schools of the Institution ; and exploratory, which includes, based on the results of the previous phases, the identification and analysis of the challenges of police education. The results reached represent a contribution on the actions and pending tasks that the Institution must assume in the field of education. [ABSTRACT FROM AUTHOR]

Abstract (Spanish): El objetivo central de esta investigación fue identificar los retos superiores de la educación policial de cara al Proceso de Transformación Integral de la Policía Nacional. Para su desarrollo se acudió a una metodología cualitativa, a partir del desarrollo de tres fases: teórica, identificando los mandatos normativos y de política que sientan la línea de la educación policial; descriptiva, a través de un reconocimiento y análisis de las metas que debe enfrentar la Dirección de Educación Policial (anteriormente Dirección Nacional de Escuelas) de la Policía Nacional y las acciones que se deben emprender para su alcance, así como las necesidades que se presentan desde las escuelas de formación de la Institución; y exploratoria, que comprende, a partir de los resultados de las fases anteriores, la identificación y el análisis de los retos de la educación policial. Los resultados a los que se llega representan un aporte a las acciones y tareas pendientes que debe asumir la Institución en materia de educación. [ABSTRACT FROM AUTHOR]

المؤلفون: Vega, Olga¹, Peacock, Robert P.¹ rpeacock@fiu.edu

المصدر: Disability & Society. Jul2024, Vol. 39 Issue 7, p1765-1781. 17p.

مصطلحات موضوعية: *POLICE education, *WORK, *CONFIDENCE, *ATTITUDES toward disabilities, *POLICE psychology, *CLIENT relations, *COMMUNICATION, *PEOPLE with disabilities, *EXPERIENTIAL learning, MEDICAL care for people with disabilities

مستخلص: The frequent contacts between police and people with disabilities has only recently led to research on developing law enforcement knowledge and skills in improving those interactions. While past studies have focused primarily on knowledge retention by disability-awareness training participants, we examine how training as well as personal and on-duty experiences contribute to police officer self-confidence in approaching a disabled person when dispatched to distinct scenarios. The findings not only support the positive role of disability-awareness training on officer confidence, but also suggest that on-duty experiences with disabled persons also has a critical role in forming those attitudes. The study's finding of a joint role for training and experience suggests police education should integrate experiential approaches to pre-service training to prepare officers through in-person or simulated interactions with different disabled communities. Past research has demonstrated that many in disabled communities do not trust the police and are critical of their past experiences with the police officers. Police are increasingly receiving training specifically on disability awareness and improved communication with disabled persons. Police that completed disability sensitivity training are more likely to be confident in their interactions with disabled people. The more on-duty experience with the disabled community, the more likely police officers will demonstrate confidence in their interactions with disabled people. The study recommends police management look to integrate in-person or simulated disabled participants into pre-service training programs. [ABSTRACT FROM AUTHOR]

المؤلفون: Lerman, Dorothea C.¹ lerman@uhcl.edu

المصدر: Journal of Applied Behavior Analysis. Jan2024, Vol. 57 Issue 1, p39-54. 16p.

مصطلحات موضوعية: *PROFESSIONAL practice, *PILOT projects, *BEHAVIORAL research, *STRATEGIC planning, *INTERPROFESSIONAL relations, *DIFFUSION of innovations, POLICE education, EDUCATION of college teachers, TEACHER education, TEACHING methods, MEDICAL students, DIGITAL technology, BEHAVIOR therapy, EVIDENCE-based medicine, EXPERIENCE, GOAL (Psychology)

مستخلص: Behavior analysts have much to offer nonbehavioral professionals who work with the communities that we serve. Successful dissemination of behavior‐analytic technologies to these professionals could potentially improve their practice. Although the literature contains some exemplary examples of successful dissemination, our discipline would benefit from a blueprint for conducting this important work. In this article, I share our experiences disseminating behavioral technologies to educators, law enforcement officers, and health care providers who engage with neurodiverse individuals. These experiences form the basis of a recommended blueprint for dissemination, which awaits empirical support. After describing this tentative blueprint, I provide suggestions for future research on how best to disseminate our technologies to nonbehavioral professionals, the ideal content of those dissemination activities, and the conditions under which professionals may be more likely to embed our technologies into their best practices. [ABSTRACT FROM AUTHOR]

: Copyright of Journal of Applied Behavior Analysis is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Holmgren, Robert¹ (AUTHOR) robert.holmgren@umu.se, Sjöberg, David² (AUTHOR)

المصدر: Studies in Continuing Education. Mar2024, Vol. 46 Issue 1, p82-100. 19p.

مصطلحات موضوعية: *POLICE education, *ORGANIZATIONAL learning, *CAREER development, *NONFORMAL education, *TEACHER development, *SOCIAL participation, *SOCIAL networks

مستخلص: Previous research has shown that teachers' informal learning in social networks is of great importance for their professional development. Participation in social networks is often characterised by knowledge exchange between employees with the aim of dealing with work-related challenges or improving the work practice. In this study, attention was focused on teachers at a Swedish police education unit and their participation in work-related social networks. The findings were based on two data collections, logbooks of social networking interactions and follow-up interviews with 23 teachers. The purpose was to explore who they talked to, for what purpose and what means of communication they used, and the analysis included mapping of their interactions in social networks and a qualitative analysis of their narratives. Overall, the study shows that the teachers' participation in social networks was extensive and valuable for their professional development as teachers. Furthermore, the analysis shows that the teachers' interactions in social networks are usually intentional and based on knowledge needs related to pedagogical aspects of teaching, that the composition of course content and teaching teams can affect teachers' readiness to participate in several different networks and that the type of knowledge need affects which means of communication are used. [ABSTRACT FROM AUTHOR]

المؤلفون: Belur, Jyoti¹ (AUTHOR) j.belur@ucl.ac.uk, Bentall, Clare² (AUTHOR)

المصدر: Police Practice & Research. Feb2024, Vol. 25 Issue 2, p168-188. 21p.

مصطلحات موضوعية: *POLICE education, *BLENDED learning, *COVID-19 pandemic, *POLICE training, *CAREER development, *CHANGE theory

مصطلحات جغرافية: WALES, ENGLAND

مستخلص: Police education and training, in common with education at all levels, was seriously affected by the onset of lockdown during the COVID-19 pandemic. Police organisations in England and Wales sought to cope by moving training and education programmes online, almost overnight. This paper presents findings from interviews conducted with Learning and Development leaders in 17 police forces in England and Wales to gauge the capacity of organizations to provide blended learning (BL) in the pre COVID period and plans for the future. Findings indicated that although there are challenges, the appetite and capacity to adopt BL methods in forces range on a spectrum. The paper and makes recommendations to support the rollout and use of BL in police education generally and proposes a theory of change to assist the introduction of BL in police organisations. [ABSTRACT FROM AUTHOR]

المؤلفون: Tovar, Lynn A.

المصدر: Research in Higher Education Journal. Mar 2023 43.

تمت مراجعته من قبل الزملاء: Y

Page Count: 12

الواصفات: Police Community Relationship, Police Education, Training, Bachelors Degrees, Criminal Law, College Students, Experiential Learning, Professionalism, Student Attitudes, Online Courses, Police, Military Personnel, Adult Learning

مستخلص: This paper probes whether a formal college education is linked to the quality of policing. Citizens desire a higher level of professionalism with ever-increasing demands placed on their police departments. Annual on-the-job training for police is common with proposed reform initiatives, however, the difference between police training and requiring a college degree is in debate. Other professions require higher education, however, those who work in policing often do not agree there should be a requirement of a higher education degree for employment. Can police obtain all the necessary skills from the police academy and in-house training? Or in the pursuit of professionalizing the profession should police agencies require college degrees? Further, would a college degree enhance the quality of interactions between the police and the community? This inquiry adds some pieces to the puzzle of examining the value of requiring a college education for police officers and the relationship of experimental learning in training police academies within a college curriculum. Over a three-year period, criminal justice students (N=75) enrolled in an online bachelor's program were asked "do you think police departments should require a bachelor's degree?" The respondents included traditional and non-traditional male and female adult learners many current law enforcement officers. The assumption was since they were currently enrolled in a criminal justice degree program, they would see the value in a degree and indicate a college degree should be mandated.

Abstractor: As Provided

المؤلفون: Andrews, Tom¹ (AUTHOR) t.andrews@derby.ac.uk

المصدر: Policing: A Journal of Policy & Practice. 2024, Vol. 18, p1-9. 9p.

مصطلحات موضوعية: *POLICE education, *POLICE chiefs, *JOB qualifications, *POLICE, *CRIME victims, *POLICE attitudes

مصطلحات جغرافية: WALES, ENGLAND

مستخلص: The current Police Entry Qualifications Framework in England and Wales has undergone much debate since its inception in 2018. Recently the Home Secretary backtracked on over a decade's worth of party policy and undid the requirement for all new police officers to hold or obtain a degree in Professional Policing. This has been immediately followed by several chief constables and elected police and crime commissioners (PCC's) dropping the requirement for a degree completely. Some have been quoted as saying "the public don't want police officers sat in classrooms" or words to that effect. Yet no studies exist that do examine what the English and Welsh public do expect educationally of their police force. This study fills that gap by surveying n = 520 members of the public to ascertain their views. It finds that whilst a two-thirds majority of the public ostensibly say they don't believe police officers need a degree, more than nine out of ten expect them to have some kind of police-specific higher education qualification. They would also feel overwhelmingly more confident if an officer investigating a crime they were a victim of, held a relevant policing-related degree qualification. This dichotomy is then analysed against the wider background of HE and vocational qualifications. It concludes that the problem is not with a requirement for higher education in policing, but the 'd word' itself and the marketing of the degree as a 'requirement' versus a degree as an 'achievement'. [ABSTRACT FROM AUTHOR]

المؤلفون: Teed, Jacqueline A.¹, Robichaud, Meagan O.², Duren, Michelle³, Gouda, Hebe N.⁴, Kennedy, Ryan David⁵ rdkennedy@jhu.edu

المصدر: Tobacco Induced Diseases. Jan2024, Vol. 22, p1-17. 17p.

مصطلحات موضوعية: *POLICE education, *SMOKE prevention, *WORK environment, *MIDDLE-income countries, *EDUCATION, *PROFESSIONS, *NEGOTIATION, *MANUFACTURING industries, *LEADERSHIP, *SOCIAL norms, *ECOLOGY, *INCOME, *GOVERNMENT policy, *LOW-income countries, *PUBLIC spaces, *COMMUNICATION, *POLICY sciences, *TRANSPORTATION, *TOBACCO, DEVELOPED countries

الشركة/الكيان: WORLD Health Organization

المؤلفون: Taylor, Julie^1,2 j.taylor.1@bham.ac.uk, Dickens, Jonathan³, Garstang, Joanna^1,4, Cook, Laura³, Hallett, Nutmeg¹, Molloy, Eleanor¹

المصدر: Child Abuse Review. Jan2024, Vol. 33 Issue 1, p1-10. 10p.

مصطلحات موضوعية: *POLICE education, *PROFESSIONAL practice, *CULTURE, *CHILD sexual abuse, *PSYCHOLOGY of parents, *CHILD abuse, *RESEARCH methodology, *ATTITUDE (Psychology), *QUANTITATIVE research, *CRIME, *FAMILIES, *MENTAL health, *QUALITATIVE research, *SEVERITY of illness index, *STEREOTYPES, *CHILD welfare, *COMMUNICATION, *INTERPROFESSIONAL relations, *POVERTY, *SUDDEN infant death syndrome, *JUDGMENT sampling, *THEMATIC analysis, *DEATH, *HOUSING, *SOCIAL case work, *MENTAL illness

مصطلحات جغرافية: ENGLAND

مستخلص: Despite a history of critique, concentrated discussion and improved assessment processes, neglect continues to be a major challenge for child protection services. This paper draws on findings from a government‐commissioned analysis of 'serious case reviews' (SCRs) in England, arising from incidents of serious child abuse in 2017–2019. There were 235 cases, for which 166 final reports were available. Alongside a quantitative analysis of the whole cohort, we undertook an in‐depth qualitative analysis of 12 cases involving neglect. A key challenge in responding to neglect in its different forms is that it can be so widespread amongst families that practitioners no longer notice its severity or chronicity – it becomes normalised. In this paper we explore two dimensions of the 'paradox of neglect' where it seems to be everywhere and nowhere simultaneously. The first is that neglect is so closely bound up with the prevalence of poverty that little action is taken to address it. The second is that the overwhelming nature of neglect can blind practitioners to other forms of maltreatment that may also be present within a family. Practitioners, now more than ever, need to recognise the dimensions of this paradox to protect children from neglect. [ABSTRACT FROM AUTHOR]