Assessing Knowledge Retention,With and Without Simulations

This study examines the effectiveness of teaching with simulations, compared to active learning without simulations. It utilizes an anonymous extra-credit pop quiz on four topics, each taught with a different method: (1) simulation and in-class debriefing; (2) simulation only; (3) in-class discussions with an accompanying research essay; and (4) in-class discussions only. The study presents a range of assessment techniques used in simulation literature, and suggests the use of the anonymous extra-credit pop quiz as a simple and familiar teaching practice, but an overlooked assessment tool for simulations. The study presents the “Iranian Plane” simulation developed to teach decision making in crisis situations to political science undergraduates. It analyzes empirical evidence on knowledge retention with and without simulations based on students’ performance on the pop quiz 3 months after the simulation. The analysis shows that learning with simulation and debriefing together attains teaching goals set in advance. Simulation with debriefing was the most effective teaching mode for knowledge retention in terms of students’ performance in the quiz, simulation only was almost as successful, but learning without simulation was less efficient.     

Threshold Concepts Through Enactive Learning: How Effective Are They in the Study of European Politics?

Studying European Politics can be a challenge! And this is not surprising: even the best scholarly minds of European politics often struggle to give precise definition to such a young, but already so complex and constantly evolving polity as the European Union, and are increasingly at odds with identifying its prospects for survival. One way to achieve a better understanding of the subject is to utilize a threshold concept approach, which is essentially a "less is more" approach that chooses to work with a few "founding" concepts, and identifies a "road map" for independent learning of broader but essentially inter-connected issues of the discipline. The threshold concept approach becomes even more effective if combined with enactive learning—that is, learning-by-doing, through role taking and simulation of the threshold concepts during seminars. Such learning evidently exceeds the boundaries of conventional knowledge and becomes a useful transferable investment for the future.     

论犯罪现场模拟

犯罪现场模拟是模拟类比推理在侦查破案中的具体运用,在侦查实践中具有较高的应用价值。本文就犯罪现场模拟的相关概念及其实施依据,犯罪现场模拟的特点,犯罪现场模拟的动态过程及其常用方法等问题做出了系统性论述,以期进一步推广犯罪现场模拟在现实中的规范应用。     

论治安管理模拟教学

治安管理是一门实践性很强的学科,而治安管理模拟教学正是将治安实践内容搬进课堂,注入教学环节,通过增强学员的实际体验,培养独创精神和实际操作能力。治安管理模拟教学是一个系统整体工程,涉及到专业师资、听课学员和教学辅助设备设施三大要素;内容设计包括治安专业手段、场所行业管理、治安案件查处等专业知识;实施步骤分为理论讲解、实际操作和总结改进三个阶段。     

基于UDEC的浅埋煤层表土层与主关键层对地表沉陷的耦合效应分析

开采沉陷预计是矿山开采沉陷学科的核心内容之一。开采沉陷的预计，对建筑物和生态环境的保护有重要意义。利用UDEC软件对典型的浅埋煤层工作面进行了模拟研究，通过建立的4个模型对浅埋煤层表土层与主关键层对地表沉陷的耦合作用进行分析得出，在表土层很薄或覆岩中有很厚、很硬的关键层的条件下，地表沉陷的预计必须考虑表土层与主关键层的耦合效应。     

Dynamic Characteristics of Signatures: Effects of Writer Style on Genuine and Simulated Signatures

The aims of this study were to determine if computer‐measured dynamic features (duration, size, velocity, jerk, and pen pressure) differ between genuine and simulated signatures. Sixty subjects (3 equal groups of 3 signature styles) each provided 10 naturally written (genuine) signatures. Each of these subjects then provided 15 simulations of each of three model signatures. The genuine (N = 600) and simulated (N = 2700) signatures were collected using a digitizing tablet. MovAlyzeR^® software was used to estimate kinematic parameters for each pen stroke. Stroke duration, velocity, and pen pressure were found to discriminate between genuine and simulated signatures regardless of the simulator's own style of signature or the style of signature being simulated. However, there was a significant interaction between style and condition for size and jerk (a measure of smoothness). The results of this study, based on quantitative analysis and dynamic handwriting features, indicate that the style of the simulator's own signature and the style of signature being simulated can impact the characteristics of handwriting movements for simulations. Writer style characteristics might therefore need to be taken into consideration as potentially significant when evaluating signature features with a view to forming opinions regarding authenticity.     

Angular Determination of Toolmarks Using a Computer‐Generated Virtual Tool

A blind study to determine whether virtual toolmarks created using a computer could be used to identify and characterize angle of incidence of physical toolmarks was conducted. Six sequentially manufactured screwdriver tips and one random screwdriver were used to create toolmarks at various angles. An apparatus controlled tool angle. Resultant toolmarks were randomly coded and sent to the researchers, who scanned both tips and toolmarks using an optical profilometer to obtain 3D topography data. Developed software was used to create virtual marks based on the tool topography data. Virtual marks generated at angles from 30 to 85° (5° increments) were compared to physical toolmarks using a statistical algorithm. Twenty of twenty toolmarks were correctly identified by the algorithm. On average, the algorithm misidentified the correct angle of incidence by ?6.12°. This study presents the results, their significance, and offers reasons for the average angular misidentification.     

谈警务实训中系列情境模拟训练的组织与实施

文章首先根据组织与实施形式的不同，对警务实战情景训练进行了系统的分类。在此基础之上．详细阐述了系列情景模拟训练的组织与实施过程中的情景设计、布置案情、控制训练进程、总结讲评等几个主要环节的方法与技巧运用。最后．文章提出了组织系列情景模拟训练应注意的几个问题。     

浅谈查缉战术模拟实战训练的组织与实施

模拟实战训练在查缉战术教学中起着至关重要的作用,在组织模拟实战训练时要制定好计划,在实施时,注意安全,还要积极开展教学总结。     

The potential of digital technologies in problem-based forensic learning activities

Forensic practice is the concluding practical course of the forensic science bachelor program at the School of Criminal Justice of the University of Lausanne. Learning activities are constructed around five main objectives for the resolution of simulated forensic case problems: 1) select relevant traces and items to be collected at the scene and perceive their potential value in the reconstruction process, 2) apply appropriate detection techniques in sequence to obtain clues of good quality, 3) process traces using Analysis, Comparison, Evaluation and Verification (ACE-V) methodology, 4) produce and summarise information in oral and written forms to help an investigation, and 5) work collaboratively to benefit from the diversity of group members. Simulating and supervising realistic activities is a complex task that became more and more challenging with a continuously increasing number of students over the years (from ca. 30 in 2016 to more than 60 in 2021). Thus, an educational innovation project was launched and aimed at implementing digital technologies to support the teaching staff. A computer-based crime scene simulation tool (allowing students to visualize 360° crime scenes and relevant items) and a communication tool (to simplify and centralise the communication between the students and the teaching staff) were implemented. This article describes the implementation, added value and limitations of these digital technologies in problem-based learning activities. Prior to 2020, the practical course forensic practice was delivered entirely on-site without specific technologies, and entirely on-line in 2020 (due to the sanitary restrictions related to the COVID-19 pandemic). Finally, in 2021, on-line and on-site activities were implemented with success, combining the best of both approaches in a blended teaching mode. An overall increase in the satisfaction of students and teaching staff was observed with the implementation of these tools. Limiting presence on-site allowed students to take a step back from the activities and collected items. This promoted critical thinking, and together with an increase in structured (on-line and on-site) interactions allowed for a positive, continuous learning experience. While the evaluations of these novel technologies were very positive, students still expressed their willingness to perform certain tasks on-site and a preference for face-to-face interactions.