Teaching criminal justice research: An experiential model

Teaching research methods to undergraduate criminal justice students typically has been viewed as problematic. Students often experience considerable anxiety concerning required research courses and frequently lack the motivation to learn and appreciate the usefulness of research. Experiential case studies have been successfully utilized to teach criminal justice students the application of theory in practical situations. An evaluation of the experiential model was made in a post-test only control group research design with two groups of criminal justice research students. The results of the comparison supported the experiential approach and showed greater success utilizing this method over a traditional teaching method.     

Teaching police ethics: analysis of an increasingly complex teaching context

ABSTRACT

The importance of ethics in policing and, therefore, in police education and training, is widely acknowledged. Nonetheless, disagreement often exists about the ways in which police ethics subjects should be taught and who should teach them. In this paper, three areas of debate will be critiqued, with the aim of arriving at principled responses to the underlying issues. The first issue will be whether police ethics subjects should include any ethical theory and, if so, to what extent. Related to this, but also a distinct issue in itself, is the question of whether standalone police ethics subjects should be valued over dispersing ethics learning throughout a police curriculum (e.g. as a ‘golden thread‘ running through every subject). Finally, the question of who should teach police ethics subjects will be considered. Here, the issues largely revolve around the relevant significance of philosophical expertise, knowledge and critical analysis as compared to policing expertise. Importantly, the principled responses developed in the paper will not only be theoretically sound. They will also take account of the real-world conditions in which many police ethics subjects are delivered, particularly situations where agreements in place require police ethics subjects to be taught by both police officers and academics.     

Attitudes of police officers toward their professional ethics

Professions are guided by codes of ethics to aid them in performance of their duties and to ensure maintenance of high standards of conduct. Police officers are faced with a maze of obligations in the performance of their official duties. The “Law Enforcement Code of Ethics” and “Canons of Police Ethics” were created to make explicit the conduct considered appropriate for police officers and to guide them in the performance of their duties.This study investigates how police officers in several police agencies view their professional ethics. Some of the broader questions examined in the study are the following: Do police officers have a clear understanding of the “Law Enforcement Code of Ethics” and the “Canons of Police Ethics?” Do they feel constrained by agency, societal, or other factors from behaving professionally? Do they consider their ethics adequate to guide professional conduct, and are they willing to abide by the principles? The responses indicate reliance on personal ethics in situations where standard police ethics are not clear, and suggest the need for further research in police ethics.     

Deconstructing jurisprudence: An experiential feminist critique

Feminist legal scholars continue to raise questions concerning the nature of jurisprudence in its treatment of women. Central to this debate are issues of knowledge, truth, and power founded on the patriarchal code of justice. This article argues that the essentialism of the masculine system alone is entirely inadequate in speaking for the voice of women and/or for the feminine in consciousness. By disrupting Freudian and Lacanian constructions of female sexuality through a psycho-linguistic analysis, these insights are then applied to the works of both Carol Gilligan and Catharine MacKinnon. In doing so, it is discovered that an uncultivated feminine discourse is grounded in experience, gatherings, consciousness-raising, and interpersonal truth. Constituting an unadulterated code of feminine justice requires a return to imaginative discourse; a process whereby metaphors, symbols, and myths for and about women are re-constituted and freed from misogynous language and culture.     

Confidence in the police among Korean people: An expressive model versus an instrumental model

The legitimacy of police authority has often been questioned due to a relatively low level of public confidence in the police in South Korea. Instrumental and expressive perspectives provide competing explanations of the determinants of public confidence in the police. Empirical studies comparing these competing perspectives are thus far limited to British and US studies. To fill this void, this study used a structural equation modeling approach to examine expressive and instrumental models of confidence in the police among South Koreans. Analyses of data from the Korean National Crime Victimization Survey revealed that both models were empirically supported. However, the expressive perspective (i.e., perceptions of local disorder, informal social control, and social cohesion) was more important than the instrumental perspective (i.e., worries about crime) in explaining confidence in the police among Koreans. The implications for research and policy are discussed based on the findings.     

Understanding the dynamics of prison violence: An experiential model for teaching and training

Although a number of intervention and prevention strategies have been attempted, violence in prisons continues to be a substantial problem. This paper provides an experiential case studies model for acquainting students and correctional practitioners with the realities involved in volatile prison situations. Analytical and experiential case studies methods are compared. Sample cases are included to aid student/practitioners in perceiving and resolving violence-related problems from the perspective of the different populations (e.g., inmate, administrative) found in a typical prison environment.     

Review essay / the scope and limits of police ethics

John Kleinig, The Ethics of Policing Cambridge: Cambridge University Press, 1996. viii + 335pp.     

Dangers of police professionalization: An empirical analysis

This study examines relationships between professionalization (measured by the amount of college education and police training) and police officer attitudes. Using data from a survey of 712 police officers in twenty-nine departments in the St. Louis area, the analysis focuses on propositions derived from scholars who have identified harmful effects they expect to flow from the reform. Although the limited operational definition of the key variables and other factors noted in the study require caution in interpreting the findings, little evidence in support of the expected “dangers” is found. This result, in combination with other studies that have failed to find support for the case made for raising the educational level of police, suggests the need to reassess expectations about the impact of college education in policing.     

An alleged assault by police

A case is presented of self-inflicted injuries alleged to have been sustained during an assault by police. A summary is given of the factors in this case differentiating between self-inflicted injuries and those due to an assault. The desirability of taking photographs of injuries in cases of alleged assault and the importance of keeping an open mind when assessing injuries are emphasised. The need for greater awareness in the medical and legal professions of the advantages of a forensic medical opinion in the assessment of injuries is mentioned.     

Hispanic perception of police performance: An empirical assessment

This exploratory study examines relationships between the police and Hispanics in Texas. Specifically, data were collected on Hispanic evaluations of police performance, expectations of police performance, and overall satisfaction with the police. A sample of 500 Hispanics throughout the state of Texas were surveyed on their experienced and perceived relationships with three levels of police agencies: local (municipal) police, sheriff's officers, and the state's Department of Public Safety. Findings are reported based upon overall ratings of the police, victim-related data, and data from individuals who had any form of contact with the police. Significant findings show that any form of contact with the police appeared to lower the rating of police performance. This appears to be a product of the interaction between high public expectations and qualitatively poor police performance. Further findings indicate that an increase in the fear of crime among Hispanics lowered evaluations of local police. Similarly, victimization lowered the evaluation of local police, the county sheriff, and the Department of Public Safety. Hispanics also perceived that officers have a “bad attitude,” that the police need to patrol and investigate more, that response time should be improved, and that there should be less discrimination against Hispanics. These findings appear to be largely influenced by ineffective communication (both symbolic and linguistic) and cultural conflict.     

Teaching medical ethics and law

The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.     

Integrated management decision-making: A futuristic model for police organizations

This study examines the theoretical issues concerning decision-making and advances a new and innovative model emphasizing the integration of the organization and environment. Political, economic, social, cultural, and other community factors are highlighted as major influences affecting the police arena. Finally, the model is discussed as a catalyst for change in current police management thinking. Futuristic concepts of organization-environmental learning, long-range planning, and strategic modeling are suggested as necessary improvements in police decision-making.     

Administrative interventions on police shooting discretion: An empirical examination

In August, 1972, the New York City Police Department promulgated administrative shooting guidelines and shooting incident review procedures far more restrictive than former statutory “defense of life” and “fleeing felon” justifications for police shooting. Using a data base that includes all reported New York City police firearms discharges and serious assaults on police between 1971 and 1975, this article examines the effects of the new guidelines and procedures on shooting frequencies, patterns, and consequences.Great decreases in “fleeing felon” shootings, “warning shots,” and shooting-opponent injuries and deaths were found to be associated with the new rules. This change also appeared to have a favorable effect on line-of-duty officer deaths and serious injuries. The implications of these findings are discussed.     

The status of women police officers: An international review

This paper reports on a survey of English-language police department websites, annual reports and other reports in order to identify key aspects of the status of women police internationally. Findings are reported for England and Wales, Scotland, Northern Ireland, Eire, the United States, Canada, Australia (eight departments), New Zealand, South Africa, Ghana, Nigeria, India, Pakistan, Hong Kong, Papua New Guinea, and Fiji. Data on the proportion of female officers were available from 18 of 23 locations, with a range between 5.1% and 28.8%. Recruit numbers were available for six locations, and ranged between 26.6% and 37.0%. Limited data on rank and deployment indicated overall improvements. Available longer-term trend data suggested that growth in female officers was slowing or levelling out. Overall, the study showed an urgent need to improve gender-based statistics in order to better inform strategies aimed at maximising the participation of women in policing.     

Determinants of public confidence in police: An international perspective

Previous studies concerning public confidence in the police had primarily focused on demographic, attitudinal, and contextual factors in the United States. Little research, however, has used country-level variables to explain variations that exist across countries. As a result, this study examined the impact of country-level predictors (e.g., homicide rate and level of democracy) as well as individual-level predictors on public confidence in the police by utilizing data sets collected from three international surveys. Using hierarchical generalized linear modeling (HGLM) for the multinomial dependent variable, this study found a significant and negative relationship between homicide rate and public confidence in the police. People living in a country with a higher homicide rate reported lower levels of confidence in the police. Level of democracy was also found to be positively related to public confidence in the police. Of the individual-level variables, age and education were found to be significant predictors. A positive relationship was also found between political conservatism or personal satisfaction and confidence in the police. In line with attitudinal and contextual predictors, individuals with higher levels of acceptance toward deviant subcultures reported lower levels of confidence in the police. On the other hand, those who were more satisfied with their country's democratic development showed more favorable attitudes toward the police. The findings of this study implied that police organizations should put greater efforts toward the reduction of crime while protecting democratic values within a society.     

Teaching scientific integrity and research ethics

Cases of misconduct in scientific research have enforced a lively public and scientific discussion. The international scientific community has been engaged during the last years in the search for adequate responses to fraud and misconduct. Most of the new guidelines emphasize the responsibility of researchers and scientific institutions for preventive measures; the teaching of research ethics should be included in undergraduate and postgraduate academic education. At the Universities of Ulm and Marburg members of the 'Study group Ethics in Medicine' are developing a teaching program in Research Ethics. They now offer courses: teaching in small groups (7-15 participants) with structured case discussions. These courses are not mandatory. The first steps in the development of the teaching program for young scientists in medicine, biology, chemistry, and physics have been taken. The fields of conflicts in these different fields of science are very similar. We offered five case discussion sessions with mixed groups (postgraduate students, postdocs, head of departments) and the first results are very positive: high acceptance, high motivation, high demand for next courses.     

Teaching professional ethics through popular culture

The LETR urged UK law schools to consider how they might do more to encourage the development of professional ethics. This article engages with that call and reflects on the experience of teaching professional ethics through popular culture. It begins by outlining some of the theoretical work that has been undertaken in establishing law and popular culture as a discipline more generally, before focusing on professional ethics in particular. The course itself is designed to encourage students to understand the changes to professional ethics over the past 100 years and how these changes have pushed law away from a model of professionalism towards one of commercialism. These changes are mirrored by a subsequent downturn in cultural representations of the lawyer. The module encourages students to see professional ethics as a possible reason for these negative portrayals. The paper then considers student evaluations of the first two years that the course has run, highlighting its positives and also looking at how it may be improved for the future.     

Validation of the technology acceptance model for police

The Technology Acceptance Model (TAM) developed by Davis (1989) was used to develop a basic theoretical model that would explain why patrol officers embraced or rejected new computer technology. Davis identified two factors of technology acceptance: ease of use and usefulness. Items representing each factor were generated in focus groups with patrol officers, and subject matter experts (SMEs) provided evidence of content validity. Exploratory (EFA) and confirmatory factor analyses (CFA) were conducted to assess the construct factorial validity of the factor structure. The two-factor model hypothesized by Davis (1989) was not supported. The EFA, however, identified a four-factor model that indicated a good fit to the data. The four factors were labeled as ease of use, usefulness, information quality, and timeliness. The findings suggested that the new factors of information quality and timeliness were the most important components of technology acceptance by patrol officers. Policy implications and future research directions are discussed.     

试论在职公安学员英语学习现状及对策

在职公安学员的英语教学一直是困扰成人英语教师的一个难题.在职公安学员的英语基础较差,学习积极性不高.教师要深入细致地研究和了解教学对象,培养和激发学员学习英语的兴趣,更新教育观念,改善"教"法,教会"学"法,同时也需要教学部门与学生管理部门的充分配合.