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The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.

Although existing research on cohesion provides a robust understanding of the emergent phenomenon in small groups and teams, our comprehension of cohesion at the multisystem (MTS) level is quite limited. The simultaneous within- and between-team functioning inherent in MTSs produces more intricate dynamics than those observed at the team level. This added layer of complexity requires that many familiar team constructs, including cohesion, be systematically re-conceptualized and empirically examined through the lens of MTS theory (DeChurch & Zaccaro, 2010; Hackman, 2003). The present research addresses this gap by extending the conceptualization of team cohesion to the interteam level, and empirically investigating how cohesion functions across levels in a collective network of teams. Results from preliminary research suggest that intrateam and interteam cohesion share a curvilinear relationship with one another, while simultaneously interacting to affect overall system-level outcomes. This research not only illuminates the complexities associated with emergent phenomena in MTSs, but also serves as a starting point for continued, systematic research of the multilevel cohesive bonds that characterize MTS functioning.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

This chapter delves into the controversy over detention and interrogation in the war on terror carried out by American operatives. While attending to political, legal, and ethical concerns, critical attention is directed at the manner by which certain interrogation techniques have been framed as being “scientific” and therefore effective in extracting truthful disclosures from terror suspects.

Drawing on extensive legal and medical literature, the critique offers a postmodern analysis by raising serious questions over the effectiveness and legitimacy of enhanced interrogation espoused by the Bush administration. By doing so, the conceits of the war on terror are exposed and confronted.

In 2014, the report of the Senate Select Committee on Intelligence (Study of the CIA’s Detention and Interrogation Program) was unclassified and released to the public. Among other revelations, the document clearly shows that interrogators and their psychological consultants committed torture. In doing so, they often relied on medical knowledge for harming, rather than healing. Ethical and legal remedies aimed at correcting those problems are recommended.

The chapter delivers a sophisticated critique that blends recently revealed evidence of torture with postmodern interpretation. While casting doubt on the effectiveness and legitimacy of enhanced interrogation, discussion throws critical light on incidents of human rights abuses committed by health professionals. Paradoxically, those physicians and psychologists opted to use their medical skills and expertise to inflict suffering rather than alleviating it. Those acts constitute egregious ethical and legal violations that warrant prosecution.

The aim of this paper is to investigate the relationship between the ring structure of the twisted partial skew generalized power series ring RG,≤;Θ and the corresponding structure of its zero-divisor graph Γ̅RG,≤;Θ.

The authors first introduce the history and motivation of this paper. Secondly, the authors give a brief exposition of twisted partial skew generalized power series ring, in addition to presenting some properties of such structure, for instance, a-rigid ring, a-compatible ring and (G,a)-McCoy ring. Finally, the study’s main results are stated and proved.

The authors establish the relation between the diameter and girth of the zero-divisor graph of twisted partial skew generalized power series ring RG,≤;Θ and the zero-divisor graph of the ground ring R. The authors also provide counterexamples to demonstrate that some conditions of the results are not redundant. As well the authors indicate that some conditions of recent results can be omitted.

The results of the twisted partial skew generalized power series ring embrace a wide range of results of classical ring theoretic extensions, including Laurent (skew Laurent) polynomial ring, Laurent (skew Laurent) power series ring and group (skew group) ring and of course their partial skew versions.

Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.