Utilising police knowledge and skills: Experiences from police practitioners studying a police specific degree

This article presents preliminary findings from a longitudinal study contributing to the current debate about police education and professionalising the police in England and Wales. The findings in this article are taken from a survey administered in 2016 to third-year students enrolled in a policing degree. Surveys were distributed to police officer students in the last year of their degree programme asking for their perceptions of the degree, their organisation's support for their learning and how they felt that learning was utilised in their workplace. Supplementary to the survey, interviews were conducted with the students after their graduation in 2018. The research findings suggest that students perceived the benefits of obtaining a degree-level qualification as fundamentally important to their professional development and personal decision-making at work. Early support initially received for study leave purposes, rarely extended beyond this practical provision. The extent to which police organisations valued the learning from the degree was perceived to be lacking. Senior-ranked students were more likely to be able to use and promote their newly acquired skills and knowledge in the workplace compared with lower-ranked students. Such findings may inform scholars’ and practitioners’ continued evaluation of police education reforms in England and Wales.

INVESTIGATING THE MOTIVATION LEVEL OF STUDENTS IN ONLINE LEARNING IN JUNIOR HIGH EDUCATION INSTITUTION DURING PANDEMIC COVID-19

The purpose of this study was to investigate and explore the level of junior high student’s motivation during online learning in pandemic COVID-19. In this design-based research study, motivation level is examined by ARCS survey, interview and observation. The total of respondents were 180 students with different degree levels of study, gender and academic achievement. The analyzed data was measured by SPSS. From this research, the result shows that students of middle degree level have the highest motivation level during pandemic. A statistically significant difference in motivation level is also seen at the beginning of online learning and at the middle of online learning.

Analysing the determinants of Italian university student mobility pathways

In this paper, we study the mobility choices of Italian students in their transition from a bachelor’s to a master’s degree level with an added emphasis on their overall mobility pathways. We consider individual data from the Italian National Student Archive on two cohorts of students who were enrolled in the academic years 2011–2012 and 2014–2015. We followed both cohorts in Italian universities for six academic years. This allowed us to depict five different profiles of students, categorise them as stayers vs. movers, and work at two different levels. Logit models were then adopted to study the probability to be in mobility at a master’s level, given that a student had been a stayer at bachelor’s degree, and to assess the effect of the field of study. Apart from individual characteristics, network centrality measures were encompassed in the model to assess the university attractiveness in influencing mobility choices.

Avrupa’da Üniversite Düzeyinde Önoloji Eğitiminin Yapısı ve Türkiye ile Karşılaştırılması

Turkey is an appropriate country for viticulture due to its favourable climatological characteristics. Although Turkey produces plenty of grapes in the fertile soil and is one of the world's leading countries in terms of vineyard area, it is known that only 11% of the grapes produced are used in wine production. The difficulties encountered at every stage of the wine sector in Turkey are reflected in oenology education briefly defined as the science of wine and it is observed that the number of schools training qualified personnel in the field of wine is low. However, Turkey's closest rivals in terms of vineyard area and production quantities of grapes take place on the European continent where the situation is quite different. In these countries, the education of oenology is of great importance, and those who have completed the oenology education are given the title of oenologist. The purpose of this study prepared with content analysis method was to compare the oenology education in Turkey to oenology education in Europe and put forward some suggestions for oenology education in Turkey. As a result of the study, the following conclusions have been reached: Oenology education in Turkey is a neglected area of study for a lot of different reasons, oenology education is not given at undergraduate, graduate, and doctoral levels, and wine production technology education is given only in one state university at the associate's degree level. It is thought that the study will contribute to the literature, next researchers, the wine sector, and especially the institutions that provide education on wine.

OFFERING MALAYSIAN CITIZENSHIP COURSES FROM A NATIVE PERSPECTIVE: UNIVERSITY CURRICULUM DEVELOPMENT WITH A COLLECTIVE MINDSET

Malaysian Nationhood courses are offered in conjunction with core or mandatory courses offered at the certificate, diploma, or first-degree level. This course was created to instil in students the values of patriotism and nationalism in the hope that they will grow into responsible citizens and stewards of the motherland. The course is offered to ensure that history subjects studied in school continue to be studied at the tertiary level. Thus, this article discusses the Malaysian Nationhood courses offered through the Anak Watan Platform. The Anak Watan Platform concept was based on the recognition that the Malays and Bumiputeras are the country's backbone, as enshrined in the Malaysian constitution. The methodology of the research is qualitative, relying on source-based documentation analysis, as well as the author's observations and experience teaching the nationhood course. The study's findings indicate that when developing the nationhood course curriculum, priority should be given to the elements found in the Anak Watan Platform concept to ensure that every student understands its importance in ensuring the sustainability of a peaceful and prosperous Malaysian nation.

Talking About Transition: An Exploration of the Secondary to Tertiary Transition Process for Music Students in a New Zealand Context

<p>There are complex challenges facing music students majoring in performance in New Zealand as they transition from secondary to tertiary study. As a result of their pretertiary experiences, these students form identities and develop subjectivities that are often discordant with notions of a broadly conceived degree-level education. Through exploring transition using ethnographic and interpretive approaches, it is clear that significant numbers of performance students are not engaging with the more theoretical aspects of their music degrees and can in fact be actively resistant to acquiring knowledge in areas of the curriculum that they perceive as falling outside those necessary to become a performer. This research suggests that education systems in secondary schools in New Zealand contribute considerably to these student subjectivities as despite individual levels of knowledge that students bring to their tertiary studies, these systems result in significant homogenous subjectivities and approaches. More generally, secondary schools appear unable to consistently prepare music students for their tertiary music studies for reasons that include curricula that is: widely interpreted, compartmentalised, heavily weighted towards assessments, and, in terms of performance assessments, lacking in validity. In ‘talking about transition’ within a New Zealand context, questions arise concerning pre-determined educational practices, which present unnecessary and prohibitive hurdles that can serve to culturally alienate our own students. For this reason and others, this research suggests these students will benefit from socio-culturally relevant pedagogical practice in addition to systems that provide accessible, manageable, and meaningful connections between secondary and tertiary levels of knowledge. Research findings also suggest that improved communication between education sectors and between institutions and students is key to empowering students with regard to their own learning.</p>

Talking About Transition: An Exploration of the Secondary to Tertiary Transition Process for Music Students in a New Zealand Context

<p>There are complex challenges facing music students majoring in performance in New Zealand as they transition from secondary to tertiary study. As a result of their pretertiary experiences, these students form identities and develop subjectivities that are often discordant with notions of a broadly conceived degree-level education. Through exploring transition using ethnographic and interpretive approaches, it is clear that significant numbers of performance students are not engaging with the more theoretical aspects of their music degrees and can in fact be actively resistant to acquiring knowledge in areas of the curriculum that they perceive as falling outside those necessary to become a performer. This research suggests that education systems in secondary schools in New Zealand contribute considerably to these student subjectivities as despite individual levels of knowledge that students bring to their tertiary studies, these systems result in significant homogenous subjectivities and approaches. More generally, secondary schools appear unable to consistently prepare music students for their tertiary music studies for reasons that include curricula that is: widely interpreted, compartmentalised, heavily weighted towards assessments, and, in terms of performance assessments, lacking in validity. In ‘talking about transition’ within a New Zealand context, questions arise concerning pre-determined educational practices, which present unnecessary and prohibitive hurdles that can serve to culturally alienate our own students. For this reason and others, this research suggests these students will benefit from socio-culturally relevant pedagogical practice in addition to systems that provide accessible, manageable, and meaningful connections between secondary and tertiary levels of knowledge. Research findings also suggest that improved communication between education sectors and between institutions and students is key to empowering students with regard to their own learning.</p>

The effects of Covid-19 on student transition from school to university in STEM subjects

Covid‑19 restrictions affected most of the post‑16 learning experience of the students who will begin university courses in STEM in the UK in autumn 2021. Ongoing disruption to learning culminated in the cancellation of normal A-level examinations which were replaced with teacher assessments. Informal discussion with secondary school teaching colleagues reveals some possible consequences for the students’ transition to degree level study in STEM subjects. The main suggestion is that, despite the resilience that students have shown both academically and socially, there have been significant omissions from the normally studied curriculum that may affect their progress on degree courses in STEM including: lack of experimental practice and skills, lack of specific subject knowledge and lack of experience of assessment.

Psychological Distress Before and During the COVID-19 Pandemic: Sociodemographic Inequalities in 11 UK Longitudinal Studies

Background: How population mental health has evolved across the COVID-19 pandemic under varied lockdown measures is poorly understood, with impacts on health inequalities unclear. We investigated changes in mental health and sociodemographic inequalities from before and across the first year of the pandemic in 11 longitudinal studies. Methods: Data from 11 UK longitudinal population-based studies with pre-pandemic measures of psychological distress were analysed and estimates pooled. Trends in the prevalence of poor mental health were assessed across the pandemic at three time periods: initial lockdown (TP1, Mar-June 20); easing of restrictions (TP2, July-Oct 20); and a subsequent lockdown (TP3, Nov 20-Mar 21). Multi-level regression was used to examine changes in psychological distress compared to pre-pandemic; with stratified analyses by sex, ethnicity, education, age, and UK country. Results: Across the 11 studies (n=54,609), mental health had deteriorated from pre-pandemic scores across all three pandemic time periods (TP1 Standardised Mean Difference (SMD): 0.13 (95% CI: 0.03, 0.23); TP2 SMD: 0.18 (0.09, 0.27); TP3 SMD: 0.20 (0.09, 0.31)). Changes in psychological distress across the pandemic were higher in females (TP3 SMD: 0.23 (0.11, 0.35)) than males (TP3 SMD: 0.16 (0.06, 0.26)), and slightly lower in below-degree level educated persons at some time periods (TP3 SMD: 0.18 (0.06, 0.30)) compared to those who held degrees (TP3 SMD: 0.26 (0.14, 0.38)). Increased distress was most prominent amongst adults aged 35-44 years (TP3 SMD: 0.49 (0.15, 0.84)). We did not find evidence of changes in distress differing by ethnicity or UK country. Conclusions: The substantial deterioration in mental health seen in the UK during the first lockdown did not reverse when lockdown lifted, and a sustained worsening is observed across the pandemic. Mental health declines have not been equal across the population, with females, those with higher degrees, and younger adults more affected.