published_or_final_version / abstract / SPACE / Master / Master of Arts

The main goal of this study is to indicate the importance of community policing training programs for implementation of community policing. Community policing requires a transition from traditional policing methods to proactive and problem-oriented policing which is constructed upon police-citizen partnership. For the successful implementation of community policing, the change process needs to be fully realized throughout the organization. Suitably appropriate methods of training will help both officers and citizens to fully understand the goals of community policing. This study focuses on the types of existing community training methods as well as the obstacles that complicate training efforts. Consequently, this study provides some recommendations on community policing training programs to make them more helpful for police departments.

This study evaluated the effectiveness of a direct test of higher-order and lower-order writing abilities needed for police report writing. This test was specifically designed to address report writing deficiencies experienced by police in the training academy. Descriptive statistics were examined, and relationships between this test and writing ability dimensions included on a separate, indirect, multiple choice test were investigated. Direct and indirect scores were correlated with training academy performance. Because both tests assessed higher-order and lower-order writing abilities, comparisons were made to determine which type of test was most appropriate for assessing the different types of writing skills. Results indicated that the direct test was a valid predictor of academy performance. Direct methods of measurement were found to be better than indirect methods for assessing higher-order writing skills. For lower-order writing skills, the indirect method appeared to be a better measure than the direct method.

Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special report study entitled: Application of ship design on architectural design. Includes bibliographical references.

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

Although there is a paucity of research on the subject of police ethics training, there remains insufficient study about the modes used to teach police ethics. In an effort to institutionalize ethics among police officers, an established framework for teaching police ethics is a critical component of a successful training program. Specifically, this study sought to understand what constitutes viable modes of teaching police ethics to officers in the higher education law enforcement profession. The research question for this study asked the following: what are the preferred modes of instruction used to teach police ethics in the higher education law enforcement profession? A literature review revealed several modes of instruction used to provide police ethics training without consensus as to which one is preferred: case study, lectures, role-playing, texts/publications, and videos. This study examined the modes used to teach police ethics from several perspectives: administrators -- police chiefs/law enforcement academy directors; facilitators -- university police department field-training instructors/law enforcement academy instructors; and consumers -- police officers. Basic qualitative research design and data gathering methods were chosen for this study. An examination and analysis of a Likert survey, interviews and documents relating to teaching police ethics were conducted. The intention of the survey was to elicit perspectives of quality and substance specific to the modes used to teach police ethics and to develop questions for the interview process; thereby, enhancing the integrity and purpose of the study. The quantitative data were descriptive, not inferential; therefore, they were used as explanatory -- merely reporting the occurrences to the qualitative findings. The data revealed that the police academy and department in-service adult learning environments are in need of improvement regarding teaching practices, and that the relationship between instructor and consumer (officer) does not endear itself to an engaging classroom experience or optimal level of learning. The data also indicated that administrators and consumers preferred the case study mode to teach police ethics, while the facilitators preferred lecture. Implications of this study included identifying principles of adult learning that will improve the facilitator's ability to teach police ethics. Moreover, the research revealed that understanding the preferred modes used to teach police ethics is an important aspect of the adult learning process. Specifically, the case study mode for teaching police ethics provided an ethical framework to prepare officers for real world situations and enhanced the opportunity to nurture career development paths. Therefore, the information and insights gained from this study provide a useful baseline of data from which to develop future model ethics-training programs in the higher education law enforcement profession.

Thesis (M.S.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 72 pages. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special report study entitled : Application of ship design on architectural design. Includes bibliographical references. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Edward R. Hines (chair), Mohamed A. Nur-Awaleh, David A. Strand, Kenneth H. Strand. Includes bibliographical references (leaves 106-115) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, David L. Tucker, Lemuel W. Watson, Frank T. Morn. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.