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Assumptions are often made that women police officers will respond more sympathetically to rape complainants than their male colleagues. In the research study presented here, 48 women complainants of rape and sexual assault expressed their views of the extent to which they considered the gender of the interviewing officer to be important and commented on the ways in which the men and women involved with their case interacted with them. The results showed that, overall, gender per se was not the determining factor of complainant satisfaction. Professionalism, warmth and sensitivity were the qualities most desired and these were not exclusively associated with gender. This suggests that not only is it possible for some male officers to be sensitive victim interviewers, but also that being female does not automatically denote possession of the key attributes required for victim interviewing. Some rape complainants, however, expressed a strong preference for women officers. This places the onus on the police not simply to provide a woman officer – the “any woman will do” scenario – but to ensure the availability of trained and experienced women and men officers.

The purpose of this paper is to investigate and recommend formal guidelines for the initial design of country-level or sectoral payroll levy systems that are intended to incentivize new firm training. The paper presents and illustrates two necessary conditions for new training to be stimulated, one involving transaction costs and the other the incentive payback. Ultimately, the purpose is to guide more successful designs for such systems in future.

The paper is principally theoretical, but the South African levy-grant system of the late 1990s is used as a case study. The paper illustrates how World Bank data may have been used to guide the design.

The paper demonstrates how during the design phase, policy makers can employ knowledge of pre-incentive training levels of firms, and possibly also estimates of unit transaction costs, to estimate the number of employees that may be positively affected. In the South African case, the actual system used may have been underspecified and unlikely to reach many employees with new training.

Future research may employ these guidelines in empirical studies of the relative success of payroll levies.

The practical value of the paper is formal guidelines for policy makers seeking to implement such payroll levy systems.

Better design for these systems may have positive implications for productivity and social externalities while avoiding unnecessary waste.

While there have been several more general reflections of payroll levy systems, and empirical investigations of their efficacy, this is the first paper formally modeling and testing design guidelines that can be implemented practically in the pre-implementation phase.

Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

In light of contemporary critiques of New Zealand comprehensive schooling published mainly in the popular press, it is timely to re‐examine the origins of and the rationale for the widespread adoption of this model of education. The comprehensive schooling philosophy, it was recently alleged, has produced a situation in which ‘as many as one in five pupils in the system is failing’ and where ‘there is a large group at the bottom who are not succeeding’. This group was estimated to include some 153,000 students out of the total current New Zealand student population of 765,000. In this context, however, Chris Saunders and Mike Williams, principals of Onehunga High School and Aorere College in Auckland respectively, have noted that having underachieving students in secondary schools in particular is not a recent phenomenon. A large ‘tail’ of poor performing high school students has long been a cause of concern, Williams suggests.

Decision theoretic utility analysis has long been proposed as a method for analyzing the monetary impact of training. Increasing complexity in the training environment requires, however, that additions be made to the basic algebraic assessment formulas. One such addition may include the effect of levy‐grant systems that stem from legislation and are designed to incentivize employer provided training EPT). The impact of such incentive systems on the bottom‐line of a company is a vital consideration in what training to apply and whether to participate in the grant incentive activities. Interest in the range of evaluation techniques is increasing. This article accordingly adjusts the basic decision theoretic utility analysis techniques for the special case of a levy‐grant incentive, using South Africa as a case study. It is hoped that the principles used here can thus be extrapolated to other skills development systems, allowing both organizations and policy makers to make optimal decisions.

This chapter explores how Jass Easterman (the author's avatar name) teaches education students concurrently, both pre-service teachers and postgraduate, in Second Life. It discusses how a virtual world can be a valuable teaching and learning tool for the whole group even though they have a variety of overall goals and learning outcomes. Jass brings distant university students located around the world studying at the one institution together to liaise with each other in Second Life. She has created an innovative tutorial model where students go on virtual tours, visit other educational institutions, attend guest lectures, undertake role play activities, and go on Web quests and learn basic building and scripting skills, all from their own homes. Adult learning theories and communities of practice, in a virtual world, underpin all activities. Why Second Life was chosen for these students and what the students say about this type of learning are discussed in this chapter. The value of this tutorial model will be explored and reflected upon and conclusions made of its efficacy.

In 2010, 12 years after the signing and popular ratification of the Belfast/Good Friday Agreement (BGFA), the decommissioning of Irish Republican Army (IRA) weapons, and a significant decline in political violence, paramilitary public symbolic displays (PSDs) remained as prominent features of the landscape of Northern Ireland. Their contents and locations constituted an important, contradictory, and contested part of the peace process. We argue that paramilitary murals and other symbolic sites, such as memorial gardens and plaques, continue to tap into ethno-national collective identities forged in conflict but also exhibit a range of reframing strategies that we refer to as historicization, articulation, and suppression. We further argue that contextual factors affect the likelihood of these displays appearing within a given geographic area. To assess these hypotheses, we conduct content and geospatial analyses of all identified PSDs in West Belfast in 2010. The results lend support to a context-sensitive approach to predicting the contents and locations of paramilitary PSDs in Northern Ireland.

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.