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As part of their routine investigations, law enforcement conducts open source research; that is, investigating and researching using publicly available information online. Historically, the notion of collecting open sources of information is as ingrained as the concept of intelligence itself. However, utilising open source research in UK law enforcement is a relatively new concept not generally, or practically, considered until after the civil unrest seen in the UK's major cities in the summer of 2011. While open source research focuses on the understanding of bein'publicly available', there are legal, ethical and procedural issues that law enforcement must consider. This asks the following mainresearch question: What constraints do law enforcement face when conducting open source research? From a legal perspective, law enforcement officials must ensure their actions are necessary and proportionate, more so where an individual's privacy is concerned under human rights legislation and data protection laws such as the General Data Protection Regulation. Privacy issues appear, though, when considering the boom and usage of social media, where lines can be easily blurred as to what is public and private. Guidance from Association of Chief Police Officers (ACPO) and, now, the National Police Chief's Council (NPCC) tends to be non-committal in tone, but nods towards obtaining legal authorisation under the Regulation of Investigatory Powers Act (RIPA) 2000 when conducting what may be 'directed surveillance'. RIPA, however, pre-dates the modern era of social media by several years, so its applicability as the de-facto piece of legislation for conducting higher levels of open source research is called into question. 22 semi-structured interviews with law enforcement officials were conducted and discovered a grey area surrounding legal authorities when conducting open source research. From a technical and procedural aspect of conducting open source research, officers used a variety of software tools that would vary both in price and quality, with no standard toolset. This was evidenced from 20 questionnaire responses from 12 police forces within the UK. In an attempt to bring about standardisation, the College of Policing's Research, Identifying and Tracing the Electronic Suspect (RITES) course recommended several capturing and productivity tools. Trainers on the RITES course, however, soon discovered the cognitive overload this had on the cohort, who would often spend more time learning to use the tools than learn about open source research techniques. The problem highlighted above prompted the creation of Open Source Internet Research Tool (OSIRT); an all-in-one browser for conducting open source research. OSIRT's creation followed the user-centred design (UCD) method, with two phases of development using the software engineering methodologies 'throwaway prototyping', for the prototype version, and 'incremental and iterative development' for the release version. OSIRT has since been integrated into the RITES course, which trains over 100 officers a year, and provides a feedback outlet for OSIRT. System Usability Scale questionnaires administered on RITES courses have shown OSIRT to be usable, with feedback being positive. Beyond the RITES course, surveys, interviews and observations also show OSIRT makes an impact on everyday policing and has reduced the burden officers faced when conducting opens source research. OSIRT's impact now reaches beyond the UK and sees usage across the globe. OSIRT contributes to law enforcement output in countries such as the USA, Canada, Australia and even Israel, demonstrating OSIRT's usefulness and necessity are not only applicable to UK law enforcement. This thesis makes several contributions both academically and from a practical perspective to law enforcement. The main contributions are: • Discussion and analysis of the constraints law enforcement within the UK face when conducting open source research from a legal, ethical and procedural perspective. • Discussion, analysis and reflective discourse surrounding the development of a software tool for law enforcement and the challenges faced in what is a unique development. • An approach to collaborating with those who are in 'closed' environments, such as law enforcement, to create bespoke software. Additionally, this approach offers a method of measuring the value and usefulness of OSIRT with UK law enforcement. • The creation and integration of OSIRT in to law enforcement and law enforcement training packages.

Schools within England form a key part of society, educating future generations and providing continuity of lessons between generations. Recent UK governments have recognised their place within society and attempt to improve them through large building improvement programmes, most notably the recent Building Schools for Future (BSF) programme that aimed to replace or renew every secondary school in England. This focus on the building shows the political importance placed on the physical environment within education, but it is important to determine how the building influences the performance of schools. Previous research into the links between the physical environment and the school have tended to focused on individual aspects of the environment, with exceptions such as Barrett (2013), but to truly understand the influence of the building, the school must be analysed as a whole, capturing the interplay between the various aspects of the environment and school. Capturing a total view of schools, this work established and implemented a holistic socio-technical approach to analysing the school. This approach consisted of two major strands; a national-level analysis of the performance of secondary schools that have received new buildings, and a schoollevel analysis that evaluated the measured and perceived environment of four case study schools. This national-level study necessitated the construction of a large, longitudinal database, merging the school data with the building data, covering a period of 13 years. Within the school-level analysis four main techniques were applied; environmental measurements, spaces syntax analysis of the built form, a bespoke student questionnaire, and an immersive virtual feedback tool (the Interactive Space Analysis Tool, ISAT) developed as part of this research. These four tools were co-analysed using multi-level modelling, enabling comparisons between the results of the different tools. The combination of the national and school level analysis allowed the holistic impact of new school buildings to be analysed. The national level analysis revealed the performance of schools in their new BSF buildings, school attainment improving prior to the move into the new building, but returning to the initial level after four years of occupation. At a school level, the mixedmethods utilised found that the measured internal conditions met the criteria set by the design guidance, with the students noting that the look and feel of the school was the most important aspect of the building. Co-analysing both the national and school level results shows that the school and the building need to operate as one unit to achieve the best results once the initial novelty of the new building declines. Building on the findings, the importance of treating the school as a whole is discussed, with the implications on the school building design noted, as well as suggestions for future holistic studies into the school environment.