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Books on the topic 'Police academy training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

The police academy: A preparation guide. Cypress, CA: P.M. Satterfield, 1985.

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2

White, Anthony G. Police management--academy training: A selected bibliography. Monticello, Ill., USA: Vance Bibliographies, 1988.

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3

Commission on Accreditation for Law Enforcement Agencies. Standards for public safety training academies: The standards manual for the public safety training academy accreditation program. Fairfax, VA: Commission on Accreditation for Law Enforcement Agencies, 2002.

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4

Mohan, Pullela Murali. Saptasopan: Seven steps in success. Edited by Sardar Vallabhbhai Patel National Police Academy. Hyderabad: SVP National Police Academy, 2003.

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5

Teather, Robert Gordon. Mountie makers: Putting the Canadian in RCMP. Surrey, B.C: Heritage House, 1997.

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6

(Belgrade, Serbia) Kriminalističko-policijska akademija. Kriminalističko-policijska akademija: 90 godina visokog policijskog obrazovanja u Srbiji = Academy of criminalistic and police studies : 90 years of higher police education in Serbia. Beograd: Kriminalističko-policijska akademija, 2012.

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7

Montana. Legislature. Joint Interim Subcommittee on the Law Enforcement Academy. Facility needs of the Montana Law Enforcement Academy: A report to the 50th Legislature. Helena, Mont. (Rm. 138, State Capitol, Helena 59620): Montana Legislative Council, 1987.

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8

Troop 17: The making of Mounties. Calgary, Alta: Detselig Enterprises, 1992.

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9

US GOVERNMENT. An Act to Amend Part G of Title I of the Omnibus Crime Control and Safe Streets Act of 1968 to Allow Railroad Police Officers to Attend the Federal Bureau of Investigation National Academy for Law Enforcement Training. [Washington, D.C: U.S. G.P.O., 1999.

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10

Virginia. Dept. of Criminal Justice Services. Study on regional criminal justice training academy fees: Training services provided to non-governmental agencies or organizations : report of the Virginia Department of Criminal Justice Services to the Governor and the General Assembly of Virginia. Richmond, Va: Commonwealth of Virginia, 2004.

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11

Academic professionalism in law enforcement. New York: Garland Pub., 1995.

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12

Blouw, H. de. Professie, macht en dienstbaarheid: 40 jaar politieleiding aan het woord. Arnhem: Gouda Quint, 1990.

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13

Lupu, Jacob. New directions in Haredi society: Vocational training and academic studies. Jerusalem: The Floersheimer Institute for Policy Studies, Ltd., 2005.

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14

Lupu, Jacob. New directions in Haredi society: Vocational training and academic studies. Jerusalem: Floersheimer Institute for Policy Studies, 2005.

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15

José da Cruz Bispo de Miranda. Da academia a rua: Aspectos da formação do policial civil. Porto Alegre, RS: Arm@zén Digital, 2009.

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16

Crawford, Alice M. Attrition reporting in Navy technical training. Monterey, Calif: Naval Postgraduate School, 1990.

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17

Brazil. Departamento de Polícia Federal. Academia Nacional de Polícia. Fotos, fotos & relatos: A historia da Academia Nacional de Policia. Brasília: ANP, 2005.

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18

Patricia, Keith-Spiegel, ed. Academic dishonesty: An educator's guide. Mahwah, NJ: L. Erlbaum, 2002.

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19

Entre a caserna e a rua: o dilema do "pato": Uma análise antropológica da instituiçāo policial militar a partir da Academia de Polícia Militar D. Joāo VI. Nitéroi, RJ: Editora da UFF, 2011.

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20

Asian Seminar-Workshop on Primary Health Care Approach and Academic Community Health (1986 Laguna, Philippines). Proceedings: Asian Seminar-Workshop on Primary Health Care Approach and Academic Community Health : December 1-5, 1986, National Training Center for Research and Development, University of the Philippines at Los Baños, Laguna, Philippines. Edited by Iwai Seizo and Kōbe Daigaku Igakubu. Kobe, Japan: International Center for Medical Research, Kobe University School of Medicine, 1988.

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21

National Conference of State Legislatures. Task Force on School Leadership. The role of school leadership in improving student achievement. Denver, CO: National Conference of State Legislatures, 2002.

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22

Best, Jane Roberts. Developing leaders for successful schools. Denver, Colo: National Conference of State Legislatures, 2006.

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23

Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Charter schools need improved academic accountability and financial management. Tallahassee, FL (111 W. Madison St., Tallahassee 32399-1475): The Office, 2000.

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24

United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Health, Employment, Labor, and Pensions. Expanding the power of big labor: The NLRB's growing intrusion into higher education : joint hearing before the Subcommittee on Health, Employment, Labor and Pensions and the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, second session, hearing held in Washington, DC, September 12, 2012. Washington: U. S. Government Printing Office, 2012.

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25

Satterfield, Phillip M. The Police Academy: A Practical Approach. Philip M Satterfield, 1986.

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26

W, Baumgardner Randy, and Turner Publishing Co, eds. FBI National Academy. Paducah, KY: Turner Pub. Co., 2000.

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27

McGrath, Kevin. Out of Sync with Police Academies: How Training Officers get Police Academy grads to march to the real beat. 1st Books Library, 2004.

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28

Kim, Victor J. The Unofficial Honolulu Police Department Training Academy Guide: Tips and Advice on How To Succeed. iUniverse, Inc., 2005.

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29

Wells, James B., and Kimberly Cobb. Test Validity In Justice And Safety Training Contexts: A Study Of Criterion-referenced Assessment In A Police Academy. Charles C. Thomas Publisher, 2005.

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30

Mountie Makers: Putting the Canadian in RCMP, Second Edition. 2nd ed. Heritage House, 2004.

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31

Teather, Robert Gordon. Mountie Makers: Putting the Canadian in Rcmp. Heritage House Publishing, 1998.

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32

Wells, James B., and Kimberly Cobb. Test Validity In Justice And Safety Training Contexts: A Study Of Criterion-referenced Assessment In A Police Academy. Charles C. Thomas Publisher, 2005.

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33

What They Didn't Teach at the Academy: Topics, Stories, and Reality Beyond the Classroom. Taylor & Francis Group, 2013.

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34

Papanastasiou, Natalie. The Politics of Scale in Policy. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447343851.001.0001.

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Succeeding in the art of contemporary policymaking involves designing policies which reflect the deeply interconnected nature of political space. And yet, while it is undisputed that political spaces are fluid and networked, policy continues to be articulated through the age-old categories and hierarchies of scale. This book asks why scale occupies this enduring position of privilege in the work of policymakers. By highlighting how scales are far from ‘natural’ features of policy and that they are instead essential to the armoury of policy practice, the book presents ‘scalecraft’ as a new dimension of policymaking. Drawing on empirical data from the field of education governance – England’s academy schools policy and the European Commission’s Education and Training 2020 agenda – the book traces how scales are crafted and mobilised in policymaking practices to argue that scalecraft is a major force in producing and sustaining hegemonic notions of ‘common sense’ in society. The book’s analysis integrates political discourse theory and political geography to illustrate how scalecraft develops new readings of policy, and it does so by discussing major themes in policy analysis including powerful forms of policy knowledge, statecraft practices, and frontline work. The book will be of interest to scholars and research students across the fields of policy studies, education governance, and political geography.
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35

Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Recovering Meaning by Reforming Organizations and Institutions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0007.

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This chapter addresses what universities, university departments, and professional institutions can do to support the recovery of meaning in social science research. It examines how the practices of journals, publishers, conference organizers, workshops, and other research-related institutions can be reformed to this end. The chapter also looks at how departmental and school practices can be reformed. These include PhD training, other research-relevant educational matters, seminars, workshops, and promotion. The chapter argues that it is academics themselves, and in particular senior academics, who are generally in control as deans, departmental heads, editors, conference organizers, and as policy makers. It is they who have the major part of the responsibility to initiate and sustain a fundamental re-orientation of academic institutions and policies towards research that is meaningful and relevant.
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36

(Editor), John Eggleston, and Gillian Klein (Editor), eds. Achieving Publication in Education: Warwick Papers on Education Policy No. 7 (Warwick Papers on Education Policy). Trentham Books, 1997.

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37

Whitley, Jr Bernard E., and Patricia Keith-Spiegel. Academic Dishonesty: An Educator's Guide. Lawrence Erlbaum, 2001.

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38

Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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39

Carmen, Vásquez de Velasco, Anderson Jeanine, Pinzás Alicia, and Grupo de Trabajo: Servicios Urbanos y Mujeres de Bajos Ingresos (Lima, Peru), eds. Aportes para una política de cuidado diurno en el Perú. Lima, Perú: Servicios Urbanos y Mujeres de Bajos Ingresos, 1989.

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40

Ashing, Kimlin Tam, Judy Huei-yu Wang, Marshalee George, and Clement K. Gwede. Exploring Gender and Cultural, Socioecological Considerations in Psycho-Oncology (DRAFT). Edited by Youngmee Kim and Matthew J. Loscalzo. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190462253.003.0010.

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The field of psychosocial oncology must respond to the needs of increasingly diverse cancer patient and survivor populations. Taking a health equity approach, this chapter reviews the intersectionality of the gender, culture, and socioecological contexts relevant to psychosocial oncology and survivorship. The authors propose five initiatives to (1) ensure gender consideration in the way forward so that psychosocial oncology is more patient responsive in treatment and healing, (2) increase the diversity and capacity of psychosocial oncology providers by training health care providers and professionals from underrepresented groups, (3) expand the reach of psychosocial care beyond the confines of academic research institutes and cancer centers into community hospitals and settings, (4) increase participation of advocates and survivors in peer-based supportive care, and (5) encourage collaboration among psychosocial oncology professionals and organizations, advocates, and policy-makers to promote access to and availability of psychosocial supportive care for ethnic minority and underserved communities.
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41

Apostolopoulos, Yorghos, Michael K. Lemke, and Kristen Hassmiller Lich, eds. Complex Systems and Population Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190880743.001.0001.

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Currently, population health science is an integral part of academic curricula around the world. For over a century, the principles of the reductionist paradigm have guided population health curricula, training, research, and action. Researchers continue to draw upon these principles when theorizing, conceptualizing, designing studies, analyzing, and devising interventions to tackle complex population health problems. However, unresolved impasses in delineating and managing pressing population health challenges have catalyzed calls for the integration of complex systems science–grounded theoretical, methodological, and analytical approaches into population health science. Mounting evidence denotes that a complex systems paradigm can bring about dramatic, multipronged changes for education and training and lead to innovative research, interventions, and policies. Despite the large and untapped promise of complex systems, the haphazard knowledge base from which academics, researchers, students, policymakers, and practitioners can draw has slowed their integration into the population health sciences. This volume fulfills this growing need by providing the knowledge base necessary to introduce a holistic complex systems paradigm in population health science. As such, it is the first comprehensive book in population health science that meaningfully integrates complex systems theory, methodology, modeling, computational simulation, and real-world applications, while incorporating current population health theoretical, methodological, and analytical perspectives. It is intended as a programmatic primer across a broad spectrum of population health stakeholders—from university professors and graduate students to researchers, policymakers, and practitioners. This book also aims to provoke long-overdue discourse on the need for updated new curricula in the population health sciences.
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42

Silva, Maria Patrícia. Pesquisas sobre Currículos e Culturas: tensões, movimentos e criações. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-56-0.

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The book Research on Curricula and Cultures: tensions, movements and creations, organized by Marlucy Alves Paraíso and Maria Patrícia Silva, it consists of 17 chapters, one of which is an interesting work by a Canadian scholar who investigates state anti-feminism. The other chapters bring results from 16 researches developed by researchers from the Study and Research Group on Curricula and Cultures (GECC), created and coordinated by Marlucy Alves Paraíso, which has researchers from several Brazilian universities and states. The articles in the book combine the post-critical perspectives used to investigate curricula and cultures in their different nuances, addressing silences, power relations, modes of subjectivation and the movements that prevent their fixity. The book brings research results that discuss the possibilities of creating possibilities at school and in other cultural spaces that also have curricula and develop pedagogies, such as: cyberspace, city, health care programs, teacher training programs, educational policies, etc. In addition, curricula are investigated with emphasis on different practices and aspects: childhood, art, music, dance, gender, sexuality, ethnicity, corporality, politics, with research that also innovates methodologically when operating with openings, experiments, do-it-yourself and compositions in different ways. to research curricula without rigidity, although with the necessary rigor in academic research. O livro reconhece de diferentes modos as possibilidades de conexões entre currículos e culturas, e mostra movimentos capazes de operar transgressões apostando em uma cultura porvir.
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43

Adler, Eliyana, and Antony Polonsky, eds. Polin: Studies in Polish Jewry Volume 30. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781906764500.001.0001.

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An emphasis on education has long been a salient feature of the Jewish experience. Historians of the early modern and modern era frequently point to the centrality of educational institutions and pursuits within Jewish society, yet the vast majority treat them as merely a reflection of the surrounding culture. Only a small number note how schools and teachers could contribute in dynamic ways to the shaping of local communities and cultures. This volume addresses this gap in the portrayal of the Jewish past by presenting education as an active and potent force for change. It moves beyond a narrow definition of Jewish education by treating formal and informal training in academic or practical subjects with equal attention. In so doing, it sheds light not only on schools and students, but also on informal educators, youth groups, textbooks, and numerous other devices through which the mutual relationship between education and Jewish society is played out. It also places male and female education on a par with each other, and considers students of all ages, religious backgrounds, and social classes. The book spans two centuries of Jewish history, from the Austrian and Russian empires to the Second Republic of Poland and the Polish People’s Republic. It highlights the centrality of education in the vision of numerous Jewish individuals, groups, and institutions across eastern Europe, and the degree to which this vision interacted with forces within and external to Jewish society. In this way, the book highlights the interrelationship between Jewish educational endeavours, the Jewish community, and external economic, political, and social forces.
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