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The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit "formation of skills and skills of controlling an UAV" into the training program of the primary professional training of police officers in the specified specialty.

The earliest School Resource Officer Programs in Canada date back to the 1970s. This study examines how police officers, teachers, school administrators, students, and journalists use a discourse of relationship-building between police and youth to frame School Resource Officers (SROs): who they are, the work they do, their roles in students' lives, and their value to the school community. Analyzing this discourse during the emergence of SRO Programs in Edmonton and Calgary, the study illustrates how relationship-building positions SROs positively within the school community, helping normalize police presence in schools. The findings help inform critical understanding of the contemporary persistence of the relationship-building discourse as justification for SRO programs, which often eclipses consideration of program ineffectiveness and harmful effects. Overall, the relationship-building discourse remains an institutional ruse that elides the key question: what do police in schools actually do to support the education of youth and to create equitable schools?

This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.

Because of the long history of anti-drug policing in the United States and the criminalization of substance use, clients who use substances are vulnerable to direct and vicarious experiences of police violence. Consequently, those who use substances may face a greater risk of experiencing symptoms of trauma that counselors should address in treatment. We recommend the use of a trauma-informed and abolitionist praxis in clinical and social justice practices as a framework to support clients who use substances and have histories of exposure to police violence.

The role of emotion in the context of virtual reality learning environments (VRLEs) has lately received increased attention, though there is a gap in the research on VRLEs in criminal justice. The current study examines the impact of a virtual reality experience that focuses on mental illness occurring in those within the criminal justice system. A qualitative methodology was employed to examine student responses from 242 students in five criminal justice classes taught in two states between 2019 and 2020. Three themes emerged from the students' responses, including personal connections, empathy for others, and emotional responses to situational factors. Students experienced considerable presence and immersion during the virtual reality experience, and this generated emotional responses in them to the material. While the use of virtual reality in the pedagogy of social science is still emerging, the current study indicates that student can be provided a high degree of control and value in learning from the experience while simultaneously minimizing student exposure to risk.

School resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.

Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen's perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18-20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants' views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars.

School-based mental health professionals consistently report that they are either not prepared to support grieving students, or do not have time to integrate crisis intervention support into their hectic schedule. Given that inadequate school mental health services can increase a bereaved student's risk of developing emotional problems, it is critical that school psychologists increase their comfort in grief. This study surveyed 75 school psychologists in the Northwestern United States regarding their training and experience in grief support. A reflexive thematic analysis identified four themes related to the challenges and recommendations in grief support: lack of training, limited role of the school psychologist, lack of formalized grief response system, and lack of school and community resources. Furthermore, only 3% of participants reported taking the lead in providing grief support and 64% provide grief support fewer than five times a year. The majority (81%) reported that they had zero courses devoted to grief support during their graduate degree, with more participants (67%) obtaining grief training postdegree. Study limitations, areas for further research, and implications for schools and school psychologists are also discussed.

A revised way of thinking is essential for promoting harm reduction strategies and reducing the negative implications of injection drug use (IDU). Despite the growth of harm reduction approaches in the United States, there is limited guidance for designing and implementing multi-sector efforts that address the external determinants that promote and facilitate IDU. Current frameworks fail to acknowledge the individual's role and influence in multi-sector change. To address the multifaceted nature of IDU, we must address the complex relationship between people who inject drugs (PWID) and their external environment. As part of a community-academic partnership, a framework was developed to address the gaps in current theoretical models and community practice. Our Harm Reduction Collaboration Framework (HRCF) accepts PWID as key stakeholders and presents a practical framework in which PWID and community organizations partner in decision making to influence policy, systems, and environmental change. We provide examples of two organizations that have made substantive changes in implementing harm reduction strategies in their communities by utilizing the HRCF.

This study assesses adults' perceptions of and predictors of intention to use prescription drug take-back boxes. This mixed methods study utilized focus groups and an online survey to examine factors related to intention to use a prescription drug take-back box. This study was conducted in [State] during the spring and summer of 2018. Themes identified in focus group data included the importance of take-back box location, benefits of take-back box use (such as reducing opportunities for medication misuse), and barriers to take-back box use (such as lack of awareness, stigma associated with law enforcement). Survey results indicate that pharmacies are the most preferred take-back box location and that attitudes, subjective norms, and perceived behavioral control are statistically significant predictors of intention to use a take-back box. Results suggest that individuals are open to using take-back boxes in secure, convenient locations, but many arsoe unaware of take-back boxes as an option for safe disposal. These findings have implications for health communication and policy efforts designed to increase the use of take-back boxes for prescription drug disposal.

Increased attention has been given the safety of students and school staff members following highly publicized acts of violence within schools, including the mass shootings at Robb Elementary School in 2022, Sandy Hook Elementary School in 2012, and Columbine High School in 1999. In response to these tragic events, schools have implemented various security measures, including the employment of school resource officers (SROs). SROs are trained law enforcement officers that are typically hired by local law enforcement agencies and assigned to work in schools. In recent decades, the employment rate of SROs has increased exponentially. According to the author, it is important to critically examine the effects of SROs on school climate to make informed decisions regarding their presence in schools. The first role is that of an educator, in which SROs lead programs or presentations to students and staff on topics such as substance use, violence prevention, and conflict resolution. The second role is that of a mentor, in which officers serve as informal counselors and build positive relationships with students. The third role is that of a law enforcement officer, in which officers patrol school grounds, address school-based crimes, and make arrests.

In this study, semi-structured interviews were conducted to determine the views and suggestions of communication faculty academics about how they behaved against digital violence. The data were analyzed qualitatively by inductive technique. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, participants who faced threats from social media found a solution by complaining about individuals who used digital violence on the sharing site. Participants who faced digital violence tried to prevent digital violence by taking legal action. In cases of encountering digital violence on social media, they filed a criminal complaint with the police department and stated that a new legal department should be opened by the participants and emphasized that the digital violence unit should be opened in order to prevent digital violence. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, the participants, who faced threats from social media, found a solution by complaining about individuals who used digital violence on the sharing site. Another result obtained from the research is that the participants who encountered digital violence tried to prevent digital violence by resorting to legal means. He made a criminal complaint to the police department about the situations of encountering digital violence on social media and stated that the participants should open a new legal department and emphasized that the digital violence unit should be opened in order to prevent digital violence of the participants.

Globalization, climate change, and political instability are increasing migration patterns across the world with millions of people, including children, adapting to new host nations (UNHCR, 2019). There is evidence that immigrant children have obstacles and influences in psychosocial development beyond language acquisition (Suárez-Orozco et al., 2008). Eriksonian Developmental Theory (Erikson, 1968) suggests as adolescents progress in typical identity maturation, they explore their future purpose in society while also establishing personal ethics. Further, Marcia et al. (1993) describe some adolescents who have actively sought personal ethic exploration, but cannot fully pursue a future purpose, as "Moratoriums." More broadly, the term "moratorium" can define a delay in legal motion, creating a waiting period (Miriam-Webster, 2024). This term aptly depicts the situation many undocumented youth face while waiting to live their lives fully in the United States regarding both legal status and identity development (Gonzales, 2011). This case study of five Latino immigrants, four being undocumented, asks adult respondents (aged 19-26) to reflect on moments of exclusion/inclusion in their secondary music classes through a set of open-ended questions. Using Quirkos software (2013), in vivo inductive coding revealed several themes found in transcribed interviews. Additionally, Suárez-Orozco et al. Integrative Risk and Resilience Model for Understanding the Adaptation of Immigrant-Origin Children and Youth (2018) provided the framework for deductive coding also revealing similar emergent themes. Findings show respondents felt included in music classes except regarding group travel. Several emergent themes encompassed identity, language acquisition, acculturation/enculturation, boundaries, and feelings. Research findings shed light on a clandestine population in the context of music education, general education, social-emotional learning, immigrant-specific adaptations, undocumented student's identity development, and meaningful music-making. This study gives some evidence that within the school immigrant adaptive microsystem, secondary music education programs may serve as a "nanosystem" for Moratoriums to feel safe to explore their future purpose actively without judgement, building resilience for the challenges that lie ahead.

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.

This research explored the relationship between morphological awareness and reading comprehension among third-year criminology students at Initao College in the Philippines. The study employed a quantitative descriptive correlational research design, utilizing a structured questionnaire to assess morphological awareness and reading comprehension levels. The 238 participants were third-year criminology students enrolled in the academic year 2023-2024. Findings indicated varying levels of morphological awareness proficiency, with differences observed in compounding morphemes, suffix addition, and morpheme identification. Similarly, students exhibited diverse reading comprehension abilities, showcasing strengths in inference skills and challenges in extracting explicit information. Statistical analysis revealed a significant positive moderate correlation between morphological awareness and reading comprehension, emphasizing the potential enhancement of comprehension skills through improved understanding of word structures. The implications of this study underscored the importance of incorporating targeted instructional interventions to refine teaching strategies for linguistic proficiency among criminology students. Future research may expand to broader student populations and employ mixed method designs for a comprehensive understanding of morphological awareness and reading comprehension dynamics in specialized academic contexts.

The social movement for #PoliceFreeSchools (and the adjacent campaign on college and university campuses called #PoliceFreeCampuses) welcomes an opportunity to reimagine school discipline and safety in contradistinction to current carceral forms. Scholars have moved away from notions of "school to prison pipeline" by demonstrating the many ways schools are organized as carceral spaces (e.g., school-prison nexus). A conceptual framework of "Anti-carceral leadership" is put forward in this paper to underscore the need for a leadership paradigm that actively refuses the logics of the carceral state (e.g., social control). The paper underscores how the logics of antiblackness may sustain mechanisms of social control in education policy intended to undo racialized harm. The tensions of be(com)ing an anti-carceral leader and its significance for undoing technologies of punishment, confinement, and constraint that reinforce schooling as a site of Black pain and suffering are discussed.

Artificial intelligence is already all around us, and its usage will only increase. Knowing its capabilities is critical. A facial recognition system (FRS) is a tool for law enforcement during suspect searches and when presenting photos to eyewitnesses for identification. However, there are no comparisons between eyewitness and FRS accuracy using video, so it is unknown whether FRS face matches are more accurate than eyewitness memory when identifying a perpetrator. Ours is the first application of artificial intelligence to an eyewitness experience, using a comparative psychology approach. As a first step to test system accuracy relative to eyewitness accuracy, participants and an open-source FRS (FaceNet) attempted perpetrator identification/match from lineup photos (target-present, target-absent) after exposure to real crime videos with varied clarity and perpetrator race. FRS used video probe images of each perpetrator to achieve similarity ratings for each corresponding lineup member. Using receiver operating characteristic analysis to measure discriminability, FRS performance was superior to eyewitness performance, regardless of video clarity or perpetrator race. Video clarity impacted participant performance, with the unclear videos yielding lower performance than the clear videos. Using confidence-accuracy characteristic analysis to measure reliability (i.e., the likelihood the identified suspect is the actual perpetrator), when the FRS identified faces with the highest similarity values, they were accurate. The results suggest FaceNet, or similarly performing systems, may supplement eyewitness memory for suspect searches and subsequent lineup construction and knowing the system's strengths and weaknesses is critical.

Autistic people's perceptions of their interactions with criminal justice professionals are predominantly negative; however, little is known about the state of interactions on a global scale. To further understanding, a comprehensive stakeholder questionnaire was created. Aspects of reliability and validity including evidence for test content and internal structure were gathered using expert reviews, cognitive interviewing, pilot data collection, and a larger data collection effort (N = 1618). Data was gathered from the autism community through perspectives of parents/caregivers as well as from self-reported autistic adults. Criminal justice professionals included law enforcement officers, corrections professionals, probation and parole officers, forensic psychologists and legal professionals. The scale development process was detailed in order to sufficiently document the initial psychometric evidence and share the steps taken to gain diverse stakeholder input. This study is a critical first step in generating further information to facilitate policy and program development with wide applicability.

The study aimed to analyze lexical items underpinned in the textbooks used in the current teaching of ESP and GE. Using content analysis, a systematic evaluation of texts to examine nuances to bridge the gap between quantitative and qualitative data. This was such of importance, however, difficult to study due to issues of interest like in the study, frequency of lexical items in ESP, and GE textbooks. Results found 13,713 lexical items in Hospitality Management, 17,561 in Criminology, 4576 in Tourism, 7167 in Marine Engineering, and 512 in Information Technology. Furthermore, the overall percentage of ESP lexical items fell in Tier 2 (with multiple-meaning while the least was in Tier 3, specifically on context-specific vocabulary. It is the core of vocabulary learning to ensure English language teaching. It is its goal to help learners better understand language, allowing them to understand others as they want to express themselves as well. This applies not only in speaking but also in writing and reading. Wilkins (1972, p. 111-112) stated that without grammar very little understanding can be acquired and without vocabulary there can be no learning at all. Thus, even without good grammar, so long as you equipped with useful words and expression, one can still manage to communicate. Lewis (1993) argued that "lexis is the heart of language" and that it develops a better fluency and expression in English. He also added the significance to the learners of acquiring a more productive vocabulary knowledge, also, their eagerness to develop their own personal vocabulary strategies. Thus, a proposed bridge model program was recommended to highlight the study findings using the lexicons found from the different respective courses.

Common sense in practice was a significant finding of a qualitative narrative research project investigating the professional practice and learning of police in an Australian police jurisdiction. Police officers in this research emphasised common sense as an intrinsic attribute of policing. Conceptions of policing as a craft or trade, learned on-the-job, and police officers as artisans, have dominated police training. In recent years, in response to global trends to professionalise policing, organisations in most Western nations have established partnerships with tertiary and higher education institutions to provide integrated programs of professional learning and practice for police. This paper draws on Bourdieu's practice theory to examine the narratives of traditionally trained police officers' perceptions of common sense. Police officers' narratives revealed three distinct perspectives that supported the unquestioning acceptance and application of common sense to their everyday practice.

Private-sector and public-sector organizations have increasingly built specific business units for securing company assets, reputation, and lives, known as "security operations centers" (SOCs). Depending on the organization, these centers may also be referred to as global security operations centers, "cybersecurity" operations centers, fusion centers, and corporate command centers, among many other names. The concept of centralized function within an organization to improve an organization's security posture has attracted both the government and the private sectors to either build their own SOCs or hire third-party SOC companies. In this article, the need for a multidisciplinary approach to cybersecurity education at colleges and universities, including in liberal arts programs, with criminal justice as an example of a liberal arts program was discussed. There is a need for academic institutions to incorporate certain policies to ensure that students in liberal arts are included in the cybersecurity career mix. Cybersecurity is a field that encompasses many skill sets, both technical and nontechnical. The practical cybersecurity skills gained through liberal arts programs do not align with the high demand for these skills in the field to benefit SOCs. Additionally, the skills gap in the industry is increasing, meaning there is room for students with nontechnical majors to join the cybersecurity field. Liberal arts programs, specifically criminal justice programs, must be evaluated to align with the demand for skills in the government sector and the private sector; these programs must also help students apply the knowledge learned through criminal justice courses in real-world cases to benefit SOCs. We examine academic institutions in Texas as the basis for our discussion.

This conceptual paper articulates how the unique social, experiential, and navigational perspectives of college skateboarders contribute to their potential as changemakers in higher education. Drawing from the theory of campus ecology and multidisciplinary body of skateboarding scholarly literature, this paper applies the unique navigational and analytical lenses of skate culture to render visible oppressive institutional conditions that are currently absent from educational scholarship. In order to accomplish this application, I conduct an extensive search for literature, and begin the writing by contextualizing the macro- and micro-systemic elements of the U.S. tertiary system and emplacing skateboarding within them. Then, I use skate scholarship to argue that skateboarding provides new critical perspectives on the philosophies of public space, policing, and social deterrence that manifest in university spaces. Additionally, this work explores campus skaters' resistance to systemic challenges such as racism, cisheteropatriarchy, and neoliberal capitalism. I conclude by offering future directions for both theoretical and empirical research that employ skateboarding as a lens through which to examine U.S. higher education.

California law enforcement academies provide training for individuals entering law enforcement Stress Inoculation Training (SIT) is included in the academy. The topic addressed in this research is the perceived efficacy of SIT in preparing officers to make decisions about when to use force and how much force is reasonable for the situation. The problem is the SIT that California law enforcement officers receive in the academy may not be perceived as adequate to make decisions about the use of force under stressful situations. The purpose of this study was to explore the perceived efficacy of SIT in the reduction of use of force incidents. Four main themes were derived from the data analysis that revealed that SIT is important as a process: (a) SIT and Recruitment Selection, (b) Use of Force Decision-Making, (c) SIT as Entrance Standards and Ongoing, and (d) Critical Thinking to Avoid Liability Issues.

Criminal justice practitioners' use of erroneous lie-detection methods contributes to inaccurate convictions and research indicates some Queensland police are using fallible methods. A recent study showed that Queensland universities primarily ignore the topic of lie detection. Thus, criminal justice students entering Queensland universities with fallacious lie detection beliefs are unlikely to have them corrected. It was unknown if Australian criminal justice students hold inaccurate lie detection beliefs. Therefore, this mixed-methods study investigated undergraduate students' beliefs about lie detection methods, many of whom were enrolled in criminal justice-focused degrees at a Queensland-based university. Sixty undergraduate students responded to open and closed-ended questions regarding their intentions to work in the criminal justice system, their opinion on their lie detection ability, methods used to determine deception, and thoughts about cross-cultural lie detection. The findings revealed a prevalence of false beliefs about cues to deception indicating educational needs for Australian criminal justice-career-focused students.