This book critically analyses the rise of Plural policing in England and Wales over the past decade, giving examples of national and international practice. Written by an author with experience in both practice and academia, it discusses the consequences of this approach for the historical model of policing provision and challenges views on how policing should be delivered in the future.

Policing is in a profound period of change, the result of recent government reform, a renewed drive for professionalism as well as the need to adapt to a rapidly changing society. This book provides a highly readable and up to date introduction to the work of the police, exploring what this currently involved and the directions it may be going in. It is designed for student police officers starting their probation and training, students studying public or uniformed service courses in colleges, students taking undergraduate courses in policing and criminal justice, and anybody else who wants to know about policing today. The book describes all the key elements of policing work. The first two parts look at how the police functions as an organization, with chapters devoted to important new areas of crime reduction partnerships and forensic support in investigation and enforcement. The third section covers key aspects of practical police work, with coverage of such challenging areas as anti-social behaviour and terrorism. The book contains a wide range of practical tasks and activities, and links are made throughout to the new Initial Police Learning and Development Programme and National Occupational Standards in Policing.

This edited collection is concerned with the ideas, challenges, demands and framework of conditions behind police education from an international perspective. Whilst not directly concerned with a classical comparison of education concepts from different countries, the broad range of international contributors consider issues such as professionalization programmes, how higher education programmes influence police organizations, as well how higher education influences police practice in a global context. Examining a wide array of countries from Germany to China and Brazil to show the flawed nature of an education system based purely upon an approach concerned with police officer numbers, the editors of this book argue for the need for greater scientific education among police around the world to meet contemporary developments. A timely and well-informed study, this book meets a crucial gap in the literature and will serve as an important contribution to existing work on policing, crime prevention, and theoretical criminology.

This book examines the structures that support the policing organisation internally and externally, including its partners within the criminal justice system. It has been written for students of policing, especially those undertaking qualifications under the new Police Education Qualifications Framework (PEQF), undergraduates who study the police as part of a criminology or criminal justice degree or similar, and those with a general interest in the police organisation in England and Wales. It includes chapters on: The historical context of police structure. Accountability, governance, and control in the police. Local, national, and international police structures. The partnership between the police and the criminal justice system. The future structure of policing. Throughout the chapters are 'important point boxes' which emphasise the key parts of each topic. At the end of each chapter are reflective questions, useful websites, and a further reading list, all of which reinforces students' knowledge and furthers their professional development. Written in clear and direct style, this book will appeal to students of policing, criminology, criminal justice, cultural studies, and law. It is essential reading for students taking a degree in Professional Policing.

This book examines the structures that support the policing organisation internally and externally, including its partners within the criminal justice system. It has been written for students of policing, especially those undertaking qualifications under the new Police Education Qualifications Framework (PEQF), undergraduates who study the police as part of a criminology or criminal justice degree or similar, and those with a general interest in the police organisation in England and Wales. It includes chapters on: The historical context of police structure. Accountability, governance, and control in the police. Local, national, and international police structures. The partnership between the police and the criminal justice system. The future structure of policing. Throughout the chapters are 'important point boxes' which emphasise the key parts of each topic. At the end of each chapter are reflective questions, useful websites, and a further reading list, all of which reinforces students' knowledge and furthers their professional development. Written in clear and direct style, this book will appeal to students of policing, criminology, criminal justice, cultural studies, and law. It is essential reading for students taking a degree in Professional Policing.

If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades' detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial 'teacher-expectancy effect' - the effect of teachers' expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils' academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom - the very environment in which teachers and pupils interact - rather than teacher training that may need reform.

The long-awaited fourth edition of this best-selling manual continues to offer up-to-date guidance both to newcomers and to the more experienced, on how to make best use of the labyrinth of genealogical sources in England and Wales. It takes into account recent, and even some future, changes to the civil registration system, and incorporates many of the vast sources newly available on the internet. There is also a substantial bibliography for those who discover that their ancestors migrated from other countries. New appendices provide research into underregistration of birth and death, and hitherto unpublished details from the 1915 and 1939 National Registers. The family tree detective remains an indispensible source of information on how to locate births, marriages and deaths, and alternative strategies if those searches fail. Dr Colin D. Rogers is a Fellow of the Society of Genealogists, a member of AGRA (the Association of Genealogists and Researchers in Archives), and was for thirty years the Hon. General Editor of the Lancashire Parish Register Society. He runs a consultancy helping banks and solicitors to identify and locate beneficiaries. -- .

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.

From the author of The Family Tree Detective, this guide provides the amateur genealogist or family historian with the skills to research the distribution and history of a surname. Colin Rogers uses a sample of 100 names, many of them common, to follow the migration of people through the centuries. Each of the 100 names is mapped since the Doomsday book in 1086. For those whose name is not among the sample, the book shows how to find out where namesakes live now, how they moved around the country through time, and how the name originated from a placename, a nickname or an occupation. Colin Rogers finishes this work by showing how the distribution of surnames can be studied irrespective of the size of the surrounding population, and reaches some interesting conclusions about which names are more reliable guides to migration since the 14th century. -- .

If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades' detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial 'teacher-expectancy effect' - the effect of teachers' expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils' academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom - the very environment in which teachers and pupils interact - rather than teacher training that may need reform.

Colin Rogers and Peter Kutnick reassess the role of social psychology in educational practice for the primary classroom. They offer an analysis of the ways in which the process and structure of classroom life affect the interpersonal and academic outcomes of schooling. Social schooling is seen to have a crucial role to play in achieving effective teaching and meaningful learning, while promoting other useful developments in the primary classroom. The authors study classroom interaction and relationships and consider how these might be structured for the best outcomes. With so much attention being focused recently on the National Curriculum, the authors provide a balance for the current curricula-orientated view of teaching by improving understanding of how curricula are implemented in the classroom. Motivation and the social development of primary age children are covered as well as relationships and social interaction in the classroom, gender and special educational needs.

Policing is in a profound period of change, the result of recent government reform, a renewed drive for professionalism as well as the need to adapt to a rapidly changing society. This book provides a highly readable and up to date introduction to the work of the police, exploring what this currently involved and the directions it may be going in. It is designed for student police officers starting their probation and training, students studying public or uniformed service courses in colleges, students taking undergraduate courses in policing and criminal justice, and anybody else who wants to know about policing today. The book describes all the key elements of policing work. The first two parts look at how the police functions as an organization, with chapters devoted to important new areas of crime reduction partnerships and forensic support in investigation and enforcement. The third section covers key aspects of practical police work, with coverage of such challenging areas as anti-social behaviour and terrorism. The book contains a wide range of practical tasks and activities, and links are made throughout to the new Initial Police Learning and Development Programme and National Occupational Standards in Policing.

This book critically analyses the rise of Plural policing in England and Wales over the past decade, giving examples of national and international practice. Written by an author with experience in both practice and academia, it discusses the consequences of this approach for the historical model of policing provision and challenges views on how policing should be delivered in the future.

This edited collection is concerned with the ideas, challenges, demands and framework of conditions behind police education from an international perspective. Whilst not directly concerned with a classical comparison of education concepts from different countries, the broad range of international contributors consider issues such as professionalization programmes, how higher education programmes influence police organizations, as well how higher education influences police practice in a global context. Examining a wide array of countries from Germany to China and Brazil to show the flawed nature of an education system based purely upon an approach concerned with police officer numbers, the editors of this book argue for the need for greater scientific education among police around the world to meet contemporary developments. A timely and well-informed study, this book meets a crucial gap in the literature and will serve as an important contribution to existing work on policing, crime prevention, and theoretical criminology.

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 presents a study in the foundations of monetary theory with several unique features. It consists of two parts: a critique of the varieties of neoclassical monetary theory, and a rigorous statement of the foundations of Post Keynesian monetary theory. The two parts reflect Joseph Schumpeter's distinction between monetary theories in the divergent traditions of Real and Monetary Analysis. Part I offers a novel critique of Wicksellian and neo-Walrasian general equilibrium versions of Real analysis. The critique of Wicksell's monetary theory demonstrates the general impossibility of defining the natural rate of interest without which the loanable funds theory collapses. The critique of neo-Walrasian monetary theory, on the other hand, exploits the inessential role of 'money' in temporary equilibrium and overlapping generations models and develops a novel interpretation of the Patinkin controversy and the Clower finance constraint. The implications of these developments are then traced through the debates between monetarists and Keynesians. Part II presents a rigorous argument for securing the foundations of Post Keynesian monetary theory in the tradition of Monetary Analysis. In the context of the evolution of the monetary system from commodity money to credit money. Wicksell's natural rate of interest is replaced by Keynes's marginal efficiency of capital which is in turn applied to Myrdal's notion of monetary equilibrium to derive a formal definition of Keynes's point of effective demand. This leads to the most novel feature of the book: the demonstration of the existence of a long-run unemployment equilibrium without the assumptions of rigid wages. The principle of effective demand is shown to break Say's Law by placing a limit on the profitable expansion of output before full employment is reached.

This practical guide to developing leadership skills in policing examines the qualities that make up a good leader, providing a variety of examples of good leadership approaches in various policing contexts. Police organizations are increasingly recognizing the role of leadership at every level of the police hierarchy; with police officers involving themselves with partnership work, attending and facilitating public meetings and heading neighborhood policing teams, as well as their more traditional police work.
This book aims to enhance leadership skills in policing and ensure officers carry out their duties as effectively as possible. It outlines the theory and concepts of leadership and applies them to police management structures, offering advice on a wide range of issues. These issues include leading teams, motivating others, dealing with disputes, problem-solving, participating in meetings and ethical leadership. All explanations are supported by exercises, examples of both good and bad leadership approaches, flow charts, useful websites and suggested further reading. The first practical guide to tackle leadership aimed at uniformed officers, this title is an essential purchase for anyone within the police service who has responsibility for leading at the front line of the police service.
The book forms part of the Blackstone's Practical Policing Series. The series, aimed at junior to middle ranking officers, consists of practical guides containing clear and detailed explanations of the relevant legislation and practice, accompanied by case studies, illustrative diagrams and useful checklists.

This book presents a study in the foundations of monetary theory with several unique features. It consists of two parts: a critique of the varieties of neoclassical monetary theory, and a rigorous statement of the foundations of Post Keynesian monetary theory. The two parts reflect Joseph Schumpeter's distinction between monetary theories in the divergent traditions of Real and Monetary Analysis. Part I offers a novel critique of Wicksellian and neo-Walrasian general equilibrium versions of Real analysis. The critique of Wicksell's monetary theory demonstrates the general impossibility of defining the natural rate of interest without which the loanable funds theory collapses. The critique of neo-Walrasian monetary theory, on the other hand, exploits the inessential role of 'money' in temporary equilibrium and overlapping generations models and develops a novel interpretation of the Patinkin controversy and the Clower finance constraint. The implications of these developments are then traced through the debates between monetarists and Keynesians. Part II presents a rigorous argument for securing the foundations of Post Keynesian monetary theory in the tradition of Monetary Analysis. In the context of the evolution of the monetary system from commodity money to credit money. Wicksell's natural rate of interest is replaced by Keynes's marginal efficiency of capital which is in turn applied to Myrdal's notion of monetary equilibrium to derive a formal definition of Keynes's point of effective demand. This leads to the most novel feature of the book: the demonstration of the existence of a long-run unemployment equilibrium without the assumptions of rigid wages. The principle of effective demand is shown to break Say's Law by placing a limit on the profitable expansion of output before full employment is reached.