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Books on the topic 'Police In-service training Victoria'

Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Smithers, Alan. Graduates in the police service. Manchester: School of Education, University of Manchester, 1990.

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2

Massachusetts Criminal Justice Training Council. 1996-1997 in-service training: Student reference materials. Canton, Mass: Massachusetts Criminal Justice Training Council, 1996.

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3

Trautman, Neal E. Law enforcement in-service training programs: Practical and realistic solutions to law enforcement's in-service training dilemma. Springfield, Ill., U.S.A: C.C. Thomas, 1987.

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4

Training manual for law enforcement officers. Englewood Cliffs, N.J: Prentice Hall, 1990.

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5

Hadjipavlou, S. Report of a scrutiny of probation in-service training. [London?]: Home Office, 1991.

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6

The semiautomatic pistol in police service and self-defense. Concord, N.H: M.F. Ayoob, 1987.

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7

Smithers, Alan. Graduates in the police service: Report of a pilot study, September 1987. Manchester: Dept. of Education, University of Manchester, 1987.

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8

Victoria. Parliament. Education and Training Committee. Step up, step in, step out: Report on the inquiry into the suitability of pre-service teacher training in Victoria : final report. Melbourne, Vic: Government Printer, 2005.

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9

Nicholson, Larry Gene. Instructor development training: A guide for security and law enforcement. Boston: Butterworth-Heinemann, 1997.

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10

1958-, Hellier Donna, ed. All care and responsibility: A history of nursing in Victoria 1850-1934. [Melbourne]: Florence Nightingale Committee, Victorian Branch, 1987.

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11

Edward W. Connelly Criminal Justice Training Center (Agawam, Mass.). Edward W. Connelly Criminal Justice Training Center at Agawam in service training for supervisors: Student manual, September 1988 to June 1989. Agawam, Mass.]: The Center, 1988.

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12

Police, Illinois State. Outdoor leadership training: What challenges do you face as a team leader? Springfield, Ill.]: [Illinois State Police], 1999.

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13

Associates, Community Research. Video training guide: Law enforcement custody of juveniles. Washington, D.C: The Office, 1992.

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14

United States. Office of Juvenile Justice and Delinquency Prevention., ed. Video training guide: Law enforcement custody of juveniles. Washington, D.C: The Office, 1992.

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15

Associates, Community Research. Video training guide: Law enforcement custody of juveniles. Washington, D.C: The Office, 1992.

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16

Cane, Georgina. Telecommunications support for professional development programs for rural library networks: Report of a study undertaken for Mildura Rural City Council Library Service & Office of Local Government. Victoria, Australia: Office of Local Government, Dept. of Infrastructure, 1998.

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17

Great Britain. Parliament. House of Commons. Home Affairs Committee. (ii) Operation and performance of the Crown Prosecution Service: (General - Association of First Division Civil Servants' survey - discontinuance - CPS and police training - prosecutions of police officers - uncorroborated confessions - reduction in numbers of courts cases - expenditure - rights of audience - treatment of victims and witnesses - charge reductions). London: HMSO, 1994.

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18

Publishing, Arco, and Thomson Learning (Firm), eds. Master the emergency dispatcher/911 operator exam. 2nd ed. [Lawrenceville, N.J.?]: Thomson/Peterson's, 2001.

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19

Supervisors in-service training 1996/97. 1996.

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20

Police officers in-service training 1996/97. 1996.

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21

1993/94 in-service training program: Student handouts. 1993.

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22

Fielding, Nigel G. Professionalizing the Police. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817475.001.0001.

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The police have long struggled with the concept of professionalism. The Victorians veered from regarding police as servants to sanctifying policing as a special calling, while the supposed Golden Age of Policing was riven by divisions of class as sharp as those of the social diversity that poses one of contemporary policing’s harshest tests. Police training has reflected these ambiguities and uncertainties. The ground its curriculum covers, pedagogy it employs, and structures through which it operates have been contested, troublesome to manage, and blamed for policing’s failures. Behind these frictions lie large issues of governance, policing’s place in society, and what it means to be professional. Policing’s contemporary rhetoric of managerialism, consumer focus, and technology is an expression of unreconstructed modernism. Late modernity is marked by uncertainty and scepticism. In ‘post-truth’ times, professionalism must accommodate ambiguities of class, ethnicity, and sexuality. The police languish as last believers in a monochrome vision of society while the norms that make for contemporary sociality have moved on to a multiplex of diversities that harbour new extremes both of tolerance and intolerance. True professionalism alerts practitioners to other ways of delivering social control and just societies: empowering citizens and encouraging autonomy; supporting new modes of social relationships and lifestyle; fitting provision to cases; pluralizing services. This yardstick is used to assess and challenge the recruit and in-service curriculum and to tease out the options around which professionalism can be configured and embedded such that it plays its part in a humane, coherent, and accountable framework of police governance.

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23

In-service trianing [sic] for supervisors: Student manual, October 1994-June 1995. 1994.

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24

Massachusetts Criminal Justice Training Council. In-service training manual: Massachusetts Criminal Justice Training Center at Foxboro : October 1988 to June 1989. 1988.

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25

Practical Security Training. Butterworth-Heinemann, 1999.

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26

Kane, Patrick. Practical Security Training. Elsevier Science & Technology Books, 1999.

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27

In-service training for patrol officers: Student manual : October 1994-June 1995. 1994.

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28

Swithern, Sophia, Rachel Hastie, and Oxfam Publishing Staff. Improving the Safety of Civilians: A Protection Training Pack. Oxfam Publishing, 2008.

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29

Foreign assistance: Meeting the training needs of police in new democracies : report to congressional requesters. Washington, D.C: The Office, 1993.

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30

Steinberg, Eve P. Emergency Dispatcher\911 Operator Exam 2nd Edition. 2nd ed. Arco, 2001.

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31

Fielding, Nigel G. Does Training Produce Professional Policing? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817475.003.0007.

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The chapter uses contemporary policing problems and challenges to evaluate how well training prepares recruits, auxiliaries, detectives, and managers for the police role. It reviews patterns of police corruption, misconduct and complaints against officers and considers whether, and how well, training helps police forces counter such problems. It also notes instances of positive responses to failures of service delivery. The discussion moves on to examine the challenge that diversity poses for the police, both at a cultural level and in respect of the specific experience of female officers, ethnic minority officers, and officers with alternative sexual orientations. The lessons of sickness, stress and injury on duty are considered in relation to how effectively training and supervision helps counter these. A discussion of public confidence and trust is used to address the concept of police legitimacy and to place it in relation to the acquisition of professional competence.

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32

Fielding, Nigel G. The Experience of Training and its Aftermath. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817475.003.0006.

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Chapter 5 evaluates the effectiveness of police training pedagogy in training recruits to carry out Community Policing, and likewise its effectiveness in preparing recruits for the police role in managing conflict situations. It provides a conceptual discussion of the process of police learning drawing on interactionist and micro-sociological perspectives on interpersonal communication. The chapter then moves on to discuss the process of socialization into the police career, drawing on a stage model from anticipatory socialization through provisional membership, early service and the seasoned police practitioner. The chapter closes by looking at premature resignation (‘wastage’), particularly during the training period, and at differential attainment in advancement in the police career, with a focus on females and ethnic minorities.

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