This book provides a highly readable account of police work. It builds upon Introduction to Police Work (Rogers and Lewis 2007) to provide a comprehensive, in depth and critical understanding of policing in today's diverse society.

Police Work: Principles and Practice meets the need for an increasingly sophisticated and professional approach to training within the police, whether this is carried out within police forces themselves or within higher education institutions. Written in an accessible style by current and former police practitioners and a nationally recognized expert on the National Intelligence Model, this book focuses ? in line with the government's agenda for workforce modernization ? on three key areas of policing: community, investigation and intelligence. It introduces readers to many important areas through the use of definition boxes, scenario boxes highlighting good practice, points to note boxes, flowcharts and diagrams as well as a wide range of questions and exercises to help apply their knowledge to different situations and scenarios.

This book will be essential reading for those on probationer training programmes and a valuable resource for students taking courses in policing and criminology more generally where an advanced level of understanding of the nature of police work is required.

This book provides a highly readable account of police work. It builds upon Introduction to Police Work (Rogers and Lewis 2007) to provide a comprehensive, in depth and critical understanding of policing in today's diverse society.

Police Work: Principles and Practice meets the need for an increasingly sophisticated and professional approach to training within the police, whether this is carried out within police forces themselves or within higher education institutions. Written in an accessible style by current and former police practitioners and a nationally recognized expert on the National Intelligence Model, this book focuses in line with the government's agenda for workforce modernization on three key areas of policing: community, investigation and intelligence. It introduces readers to many important areas through the use of definition boxes, scenario boxes highlighting good practice, points to note boxes, flowcharts and diagrams as well as a wide range of questions and exercises to help apply their knowledge to different situations and scenarios.

This book will be essential reading for those on probationer training programmes and a valuable resource for students taking courses in policing and criminology more generally where an advanced level of understanding of the nature of police work is required.

What's Hollywood like behind the scenes? How does real life compare to reel life? Do the stars create more drama off-screen than on? Is the local social network really full of desperate housewives? How can an English writer find work?

Setting up home in Los Angeles involved some real shocks, several of which registered really high on the Richter scale. Only in California would an entire school be taken outside on Halloween to dance to "Ghostbusters." Only in LA would an 8 year-old know that the man at the carwash had three teardrops tattooed beneath his eye because he'd killed three rival gangmembers. Only in Hollywood would a woman have a sign at the end of her drive saying, "Honk if you've had me." Only in this crazy city would they make it illegal for dogs to mate within 500 yards of a church.

In this refreshingly frank memoir, English screenwriter Tim John reveals how his family survived their seven year adventure living and working in LA-LA land.

This book explores what it means to be 'critical' in different disciplines in higher education and how students can be taught to be effective critical thinkers. This book clarifies the idea of critical thinking by investigating the 'critical' practices of academics across a range of disciplines. Drawing on key theorists - Wittgenstein, Geertz, Williams, Halliday - and using a 'textographic' approach, the book explores how the concept of critical thinking is understood by academics and also how it is constructed discursively in the texts and practices they employ in their teaching. Critical thinking is one of the most widely discussed concepts in debates on university learning. For many, the idea of teaching students to be critical thinkers characterizes more than anything else the overriding purpose of 'higher education'. But whilst there is general agreement about its importance as an educational ideal, there is surprisingly little agreement about what the concept means exactly. Also at issue is how and what students need to be taught in order to be properly critical in their field. This searching monograph seeks answers to these important questions.

This book clarifies the idea of critical thinking by investigating the 'critical' practices of academics across a range of disciplines. Drawing on key theorists - Wittgenstein, Geertz, Williams, Halliday - and using a 'textographic' approach, the book explores how the concept of critical thinking is understood by academics and also how it is constructed discursively in the texts and practices they employ in their teaching. Critical thinking is one of the most widely discussed concepts in debates on university learning. For many, the idea of teaching students to be critical thinkers characterizes more than anything else the overriding purpose of 'higher education'. But whilst there is general agreement about its importance as an educational ideal, there is surprisingly little agreement about what the concept means exactly. Also at issue is how and what students need to be taught in order to be properly critical in their field. This searching monograph seeks answers to these important questions.