POLICE OPERATIONS SIMULATOR IN THE CONTEXT OF EVALUATION RESEARCH CARRIED OUT AT THE POLICE ACADEMY IN SZCZYTNO IN 2014–2019

2020 ◽  
Vol 138 (2) ◽  
pp. 83-96
Author(s):  
AGNIESZKA CHOROMAŃSKA ◽  
Justyna Jurczak
Keyword(s):  
Evaluation Research ◽  
Theoretical Work ◽  
Modern Technology ◽  
Public Order ◽  
Police Academy ◽  
Training Course ◽  
Sports Events ◽  
Level Of Satisfaction ◽  
Service Training ◽  
Technology Tool

The main objective of the article is to present the results of the evaluation carried out among participants of a specialist training course for police operations commanders which was offered by the Police Academy in Szczytno in 2014–2019. The course in question uses a police operations simulator as a modern technology tool for responding to emergencies. Both the functionality of the simulator and a modern form of simulation training, which has replaced the previous theoretical work based on paper maps, have completely changed the methods employed for in-service training, thanks to which teaching outcomes can be achieved more effectively, and police offi cers’ skills can be developed and refi ned with practice. The use of the police operations simulator for training purposes improves police command and control systems and increases the level of in-service training received by commanding offi cers, which in turn results in an effective management of human and material resources while carrying out police operations targeted at the maintenance of public order and safety at major events, including sports events, public gatherings and ceremonies, and any different forms of disturbance to public order. Evaluated have been the following issues: assessment of the training course curriculum, the knowledge and practical skills acquired during the course, and the level of satisfaction of the respondents with their participation in the course. Of key importance has been to identify the extent to which the Police Academy’s training efforts and research projects in the area of internal security affect the development of the system of in-service training offered to police offi cers.

EFFECTIVENESS OF RESOURCE MANAGEMENT DURING POLICE ACTIONS AND OPERATIONS BASED ON THE SKILLS ACQUIRED DURING SIMULATION TRAINING IN A VIRTUAL ENVIRONMENT

2021 ◽  
Vol 142 (2) ◽  
pp. 170-185
Author(s):  
Agnieszka Choromańska ◽  
Justyna Jurczak
Keyword(s):  
Resource Management ◽  
Virtual Environment ◽  
Simulation Training ◽  
Modern Technology ◽  
Public Order ◽  
Police Academy ◽  
Knowledge And Skills ◽  
Sports Events ◽  
The Impact ◽  
Mass Events

The main aim of the article is to present the results of the surveys conducted among the graduates of the specialist course for police operations commanders at the Police Academy in Szczytno, who participated in the course in 2014–2020. The course uses a tool of modern technology in the form of a simulator of Police operations in crisis situations. The essence of the research was, therefore, to verify the impact of simulation training as part of a specialist course for commanders of police actions and operations on the real scope and manner of tasks performed by its graduates, i.e. on commanding actual police activities to ensure and maintain public safety and order during mass events, in including sports events, public gatherings and celebrations, and other collective disturbances of public order. It should be emphasised that due to the often signifi cant lapse of time after the end of the course, the respondents formulated their opinions based on subsequent experiences and analysis of actual facts, in the context of knowledge and skills acquired during the training.

PREPARATION OF POLICE OFFICERS RESPONSIBLE FOR SHOOTING TRAINING

2021 ◽  
Vol 142 (2) ◽  
pp. 303-316
Author(s):  
ARKADIUSZ TOMASZEK
Keyword(s):  
Program Evaluation ◽  
Police Officers ◽  
Evaluation Research ◽  
Armed Forces ◽  
Police Academy ◽  
Practical Skills ◽  
Service Training ◽  
Police Shooting

Armed forces are characterised, among other things, by an extensive process of preparing offi cers to carry out the tasks imposed. Training, and then in-service training in the police, is based primarily on the experience and expertise of those responsible for it. A signifi cant role among police teachers is played by instructors, including police shooting instructors. The article describes the process of acquiring the authority to teach the indicated classes with police offi cers. Additionally, on the basis of evaluation research conducted at the Police Academy in Szczytno, taking into consideration such elements as course program evaluation, acquired knowledge and practical skills, the level of adaptation of the content of specialist course for police shooting instructors to the needs of course participants has been established.

scholarly journals Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants

2021 ◽  
Vol 11 (4) ◽  
pp. 166
Author(s):  
Tiina Kivirand ◽  
Äli Leijen ◽  
Liina Lepp ◽  
Tiiu Tammemäe
Keyword(s):  
Inclusive Education ◽  
School Leaders ◽  
Good Opportunity ◽  
Training Course ◽  
Inclusive Practice ◽  
Whole School ◽  
Self Development ◽  
Key Factor ◽  
Service Training ◽  
Staff Commitment

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers’ knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools’ self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.

scholarly journals The needs analysis for learning autonomotive supports of the secondary school teachersOrtaokul öğretmenlerinin öğrenen özerkliğini desteklemelerine yönelik ihtiyaç analizi

2017 ◽  
Vol 14 (4) ◽  
pp. 4393
Author(s):  
Aytunga Oğuz ◽  
Nazlı Dönmez
Keyword(s):  
Secondary School ◽  
Autonomy Support ◽  
Secondary School Teachers ◽  
Approaches To Learning ◽  
Educational Status ◽  
Learning Approaches ◽  
Constructivist Approach ◽  
School Teachers ◽  
Training Course ◽  
Service Training

The changes in the education in the recent years have shown a shift from teacher-centered learning approaches to learning environments to the constructivist approach to which learners are centralized. The provision of learning autonomy can occur when the learner is still "active" using the constructivist approach. Learners must be supported to make learners "active". The research’s aim is to define the level of teachers' perceptions and behaviors of support for learning autonomy and to examine these levels according to some variables like “gender”, “seniority”, “educational status” and “studying any "in-service " education or not”. The research was conducted on a screening model. In this study, "Learning Autonomy Support Scale" was used to collect data from teachers. The scale was developed by Oğuz in 2013. The scale has a 3-factor structure. Mann Whitney U and Kruskal Wallis H tests were used as nonparametric analysis techniques. Also, some descriptive operations such as arithmetic mean and standard deviation were applied in the process of data analysis. The findings show that the secondary school teachers are “always” at the level of supporting the learning autonomy, but “all times” at the level of supporting the learning autonomy. Furthermore, there are important differences in the level of learning autonomy support behaviors compared to the variables of "seniority", "learning status", and "in-service training / course or seminar receiving" at the level of learning autonomy supporting behaviors, even though gender was not an important influence in supporting teachers' learning autonomy. In addition, although there is no significant effect of the "gender" variable on teachers' learning autonomy support behaviors, the levels of autonomy support behaviors, compared to the variables of "experience", "education status" and "in-service training / course or seminar reception", have important different effects.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetSon yılardaki eğitim alanındaki değişimler doğrultusunda öğrenme ortamlarında öğretmen merkezli öğrenme yaklaşımlarından, öğrencinin merkeze alındığı yapılandırmacı yaklaşıma doğru bir geçiş görülmektedir. Öğrenen özerkliğinin sağlanması, yapılandırmacı yaklaşım tarafından öğrenenin “aktif” hala getirilmesiyle ortaya çıkabilir. Öğrenenin “aktif” hale getirilmesi için de öğrenen desteklenmelidir. Bu araştırmada amaç, ortaokul öğretmenlerinin öğrenen özerkliğini destekleme davranışlarını gerekli görme ve sergileme düzeylerini belirlemek ve bu düzeyleri cinsiyet, kıdem, öğrenim durumu ve “hizmet içi eğitim/ kurs ya da seminer alma durumu”   değişkenlerine göre incelemektir. Araştırma, tarama modelinde gerçekleştirilmiştir. Bu çalışmada, öğretmenlerden veri toplamak için “Öğrenen Özerkliğini Des­tekleme Ölçeği” kullanılmıştır. “Öğrenen Özerkliğini Des­tekleme Ölçeği” Oğuz (2013) tarafından geliştirilmiştir. Verilerin çözümlenmesinde aritmetik ortalama, standart sapma gibi betimsel işlemler ile parametrik olmayan analiz tekniklerinden Mann Whitney U ve Kruskal Wallis H testleri uygulanmıştır. Bulgulardan yola çıkarak, ortaokul öğretmenlerinin öğrenen özerkliğini desteklemeyi her zaman düzeyinde gerekli bulduğu ancak öğrenen özerkliğini desteklemeyi çoğu zaman düzeyinde sergiledikleri söylenebilir. Bunun yanında, öğretmenlerin öğrenen özerkliğini desteklenme davranışlarında “cinsiyet” değişkeninin önemli bir etkisi olmamasına rağmen, özerkliği destekleme davranışları düzeylerinde “kıdem”, “öğrenim durumu” ve “hizmet içi eğitim/ kurs ya da seminer alma durumuna”  değişkenine göre anlamlı farklılıklar olduğu görülmüştür.

scholarly journals EVALUASI PROGRAM PEMBERDAYAAN PEREMPUAN MELALUI PELATIHAN MENJAHIT DI SANGGAR KEGIATAN BELAJAR (SKB) UJUNG PANDANG

GANEC SWARA ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 935
Author(s):  
NINI PRATIWI ◽  
ILHAM SUPIANA
Keyword(s):  
Research Result ◽  
Evaluation Research ◽  
Training Material ◽  
Level Of Satisfaction ◽  
Level Model ◽  
Level Of Understanding ◽  
Evaluation Of Learning ◽  
Research Type ◽  
And Training ◽  
Reaction Level

      This study was aimed to describe evaluation results of: (1) participants’ level of satisfaction, (2) participants’ level of understanding of the material, (3) participants’ post-training level of implementation, (4) improved success of participants due to the training.      The research type was evaluation research using Kirkpatrick’s Four Level model, which consisted of: Reaction, learning, behavioral, and result levels. The research samples were 20 former training participants. Data was collected by questionnaire, observation, and unstructured interview. Quantitative data was processed with the help of SPSS 21.0 for Windows. Validity of instrument at reaction, learning, behavioral, and result levels used Corrected Item-Total Correlation. Reliability calculation used Alpha formula.      The research result showed that: 1) evaluation of reaction level: the satisfaction to sewing making training in terms of material, tutor, facility, and training method by PAP and PAP was “satisfying” 2) evaluation of learning level: understanding of material of the participants of making training sewing in terms of understanding of training material by PAP and PAN was “Mastering” 3) evaluation of behavioral level: participants’ implementation after training sewing of making in terms of post-training behavioral aspect by PAP and PAN was “implementing” 4) evaluation of result level: improved resulting competence due to training sewing of making by PAP and PAN was “poorly improved”.

Primary Teachers’ Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course

2013 ◽  
Vol 24 (4) ◽  
pp. 763-787 ◽  
Author(s):  
George Papageorgiou ◽  
Dimitrios Stamovlasis ◽  
Philip Johnson
Keyword(s):  
Primary Teachers ◽  
Training Course ◽  
Service Training

scholarly journals Role of Training for Specific Skills through Short Courses, Workshops, and In-Service Training

1997 ◽  
Vol 18 (2) ◽  
pp. 1-4
Author(s):  
Osman M. Galal
Keyword(s):  
Developing Countries ◽  
Nutrition Education ◽  
Evaluation Research ◽  
Nutrition Research ◽  
Nutrition Training ◽  
Service Training ◽  
Training Programmes ◽  
Short Courses ◽  
Developed World

In the past, developing countries have faced problems in recruiting and retraining intellectual resources for nutrition education. By now, most developing countries have in place the first of a second-generation cadre of well-educated nutrition scientists who are capable of training nationals in their fields. Many nutrition training programmes are presently run by local personnel. Local cultures and behavioural studies are not always not included in the curriculum, although it is important to include these to enhance the effectiveness of intervention programmes. The need to go beyond descriptive information is evident. The ability to predict changes in malnutrition rates is a skill needed for effective and substantial interventions. Nutritionists from developing countries need to be trained in the basic tools of social science and evaluation research. Developing countries require the cooperation of the developed world to encourage local nutritionists to improve their technological skills. Specific skills can be provided through short courses, workshops, and in-service training. Training also should be coordinated locally, regionally, and nationally. It has been observed that training in nutrition research has not been linked to programme operations. There has been a lack of coordination among nutritionists from the same region, and communities have seldom been involved as partners in training.

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