<p>The main purpose of this study was to compare the levels of anger and aggression between male and female Police Academy students (N=106) and male university students (N=100), using 2 psychometric anger instruments; Novaco Anger Scale-1998-S (NAS-1998-S) and Aggression Questionnaire-S (AQ-S). Another aim was to examine if there was a difference in anger and aggression between male and female Police Academy students. Questionnaires were handed out to Police Academy students in Växjö and the result was compared to university students from a previous study by Lindqvist, Dåderman & Hellström (2003). Analyses using a series of Independent sample t-tests showed a significantly lower level of anger and aggression in the Police Academy sample. There were no significant difference in anger and aggression between males and females with the exception of two subscales of the NAS-1998-S and AQ-S; females scored significantly higher on NAS Arousal and males scored significantly higher on AQ Physical aggression.</p>

The main purpose of this study was to compare the levels of anger and aggression between male and female Police Academy students (N=106) and male university students (N=100), using 2 psychometric anger instruments; Novaco Anger Scale-1998-S (NAS-1998-S) and Aggression Questionnaire-S (AQ-S). Another aim was to examine if there was a difference in anger and aggression between male and female Police Academy students. Questionnaires were handed out to Police Academy students in Växjö and the result was compared to university students from a previous study by Lindqvist, Dåderman &amp; Hellström (2003). Analyses using a series of Independent sample t-tests showed a significantly lower level of anger and aggression in the Police Academy sample. There were no significant difference in anger and aggression between males and females with the exception of two subscales of the NAS-1998-S and AQ-S; females scored significantly higher on NAS Arousal and males scored significantly higher on AQ Physical aggression.

Thesis (Ed. D.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains. Includes bibliographical references (p. viii, 107 p).

A Citizen's Police Academy allows citizens to attend the police academy to learn more about police departments and police work. While increasing in popularity, very little research has focused on participant impact. This study examines the impact of the Johnson City CPA on participants' attitudes and beliefs about police work. Surveys were analyzed to discover differences in age, education levels, gender and prior interest in police work concerning satisfaction, importance of training, and behavior change. Older respondents reported the most benefit from participation, while younger respondents were more likely to change their behaviors. Those with mid level educations gained the most insight from the program. Females responded more positively about the academy than did males. Prior interest in police work had no significant impact on participants' opinions. While exploratory in nature, this study lays the groundwork for further examination of the impact of CPAs on participants' attitudes and behaviors.

The problem of this study was selected aspects of public community college non-credit law enforcement training programs in Texas. Purposes of the study were: (a) to examine the development of police academies at community colleges in Texas; (b) to provide normative data describing the academies in terms of background, organization and administration, adequacy of facilities and equipment, personnel, student policies and practices, the program administrator's perceptions of internal and external support, involvement of outside forces and the extent of the program, and (c) to provide data which community colleges can use in organizing and developing police academies.

The overall concern of this study is that of substantive equality, as defined by Canadian law, in the employment context, and the specific goal of this study is to provide a model to assess (and prevent) unlawful systemic discrimination in an assessment center. Because discrimination is essentially the same, wherever it occurs, the model proposed in this study is also useful for assessing discrimination in employment selection generally. In the employment context, evidence of systemic discrimination is often limited to selection patterns, and so this study argues that statistical analyses can be particularly useful. Since the Supreme Court adopted the effects theory, where intent is immaterial and the focus is on results, such analyses are likely to become an appealing alternative to traditional arguments of exclusion and disproportion. The analytic model proposed here suggests two general phases to a legal analysis of discrimination. First, there is the preliminary phase, which consists of three interrelated steps: identifying the applicable selection procedure, identifying the relevant legal issue, and identifying the appropriate groups for comparison. Second, there is the assessment phase, which consists of two sequential steps: comparing the groups of interest on the dimension of interest to determine if differences exist, and analyzing observed differences to determine if they are legally or practically significant. It is in this phase that statistical analyses can be especially helpful in an assessment of systemic discrimination. To test its utility, the proposed model was applied to the Justice Institute of British Columbia Police Academy assessment center (where entry level police applicants are screened) to determine whether the assessment center discriminated on the basis of sex. Of particular interest to the Police Academy is that the results indicated no sex discrimination, but notably the results also indicated that the proposed model provides a practicable and relatively uncomplicated way to assess discrimination. Moreover, consistent with the goal of prevention, this study demonstrates how a reliability assessment can provide important information about the potential for discrimination in employee selection, thereby providing employers with the means to be more proactive than otherwise possible.

Thesis (Ph.D.)--University of Technology, Sydney, 2005.

The overall concern of this study is that of substantive equality, as defined by Canadian law, in the employment context, and the specific goal of this study is to provide a model to assess (and prevent) unlawful systemic discrimination in an assessment center. Because discrimination is essentially the same, wherever it occurs, the model proposed in this study is also useful for assessing discrimination in employment selection generally. In the employment context, evidence of systemic discrimination is often limited to selection patterns, and so this study argues that statistical analyses can be particularly useful. Since the Supreme Court adopted the effects theory, where intent is immaterial and the focus is on results, such analyses are likely to become an appealing alternative to traditional arguments of exclusion and disproportion. The analytic model proposed here suggests two general phases to a legal analysis of discrimination. First, there is the preliminary phase, which consists of three interrelated steps: identifying the applicable selection procedure, identifying the relevant legal issue, and identifying the appropriate groups for comparison. Second, there is the assessment phase, which consists of two sequential steps: comparing the groups of interest on the dimension of interest to determine if differences exist, and analyzing observed differences to determine if they are legally or practically significant. It is in this phase that statistical analyses can be especially helpful in an assessment of systemic discrimination. To test its utility, the proposed model was applied to the Justice Institute of British Columbia Police Academy assessment center (where entry level police applicants are screened) to determine whether the assessment center discriminated on the basis of sex. Of particular interest to the Police Academy is that the results indicated no sex discrimination, but notably the results also indicated that the proposed model provides a practicable and relatively uncomplicated way to assess discrimination. Moreover, consistent with the goal of prevention, this study demonstrates how a reliability assessment can provide important information about the potential for discrimination in employee selection, thereby providing employers with the means to be more proactive than otherwise possible. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

As public confidence in policing has dropped, demand for ethical behavior from law enforcement officers has grown, and correspondingly, a better understanding of ethics training and ethical acquisition processes has become paramount. Though much literature exists on related topics, understanding of the ethics training for law enforcement officers as it currently exists, has remained murky. This research aimed to gain a better understanding of ethics training for law enforcement in the United States, and as such, to fill the aforementioned gap in the literature. Four research questions were explored in this study including the understanding of current pre-service and in-service ethics training for law enforcement, teaching strategies and instructional methods, and the feasibility of scenario-based ethics training. Semi-structured interviews were conducted with 31 law enforcement training instructors located across the United States. Finally, unique findings, limitations, and directions for further research were discussed.

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