Information management in law enforcement: The case of police intelligence strategy implementation     

Peter Bell  Geoff Dean  Petter Gottschalk 《International Journal of Information Management》2010

Strategy implementation is important because failure to carry out strategy can cause lost opportunities and leave police officers reluctant to do strategic planning. Lack of implementation creates problems in maintaining priorities and reaching organizational goals. The strategy execution task is commonly the most complicated and time-consuming part of strategic, management. Yet, strategy implementation suffers from a general lack of academic attention. This research paper makes a contribution to police strategy implementation literature by developing a, research model to study the extent of intelligence strategy implementation.  相似文献   

Everything is connected: giftedness within a broad framework for cognition     

Geoff Woolcott 《High Ability Studies》2012,23(1):115-117

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Making R&D More Than Research Plus Development     

Geoff Stanton  & Andrew Morris 《Higher Education Quarterly》2000,54(2):127-146

Much criticism of educational research has focussed on the problem of its effective dissemination to practitioners. This paper explores an alternative model, in which research, in some of its modes at least, is linked with development rather than dissemination. This argument is made in the context of further education. Most further education colleges have a tradition of involvement in development work, and many have a senior member of staff responsible for it. An examination of this has led to the conclusion that a two-way link needs to exist between researchers and those who have the role of development manager in colleges. It is argued that a well developed model embracing both research and development could be very powerful, and could establish a new and more productive relationship between colleges and universities. However, it is also argued that this relationship cannot be fully effective without some form of mediation. This requires the creation of a new kind of professional to undertake this function. The model proposed is one in which research and development remain distinct activities, each with their own disciplines and expertise, but where R&D as an integrated concept becomes more than the sum of its parts.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Haute finance in the not-so-quiet revolution: colonialisme Anglo-Saxonne and the bombing of la Bourse de Montréal     

Geoff Mann 《Journal of Cultural Economy》2017,10(4):364-376

ABSTRACT

This paper examines a situation in which finance is perceived as imperialist – as immanent to, and serving the interests of, a single ‘culture’ in the colloquial sense. The analysis centres on the long-forgotten 1969 bombing of the trading floor of la Bourse de Montréal (the Montréal Stock Exchange), a moment in an intense phase of the Québécois movement for independence from Canada. Because of the way in which the bombers framed the attack, and its political-economic and discursive contexts, the bombing presents an opportunity to think about key features of the relation between finance and cultural domination or imperialism. These features relate to finance’s specific articulation to the future, uncertainty, and, in the words of the séparatistes of the time, cultural ‘destiny’. The paper has three parts. The first describes the bombing of la Bourse and the public, media, and state responses, linking it to Québécois cultural-political geographies at several scales. Part two places the bombing in the longer-run cultural-politicization of finance in the francophone independence movement, to outline a specifically Québecois critique of finance capital. The third part considers finance’s perceived and real connection to, and thus capacity to shape or constrain, the cultural-political construction of collective possibility.  相似文献   

Spectacular Narratives: Twister,Independence Day,and Frontier Mythology in Contemporary Hollywood     

Geoff King 《Journal of American culture (Malden, Mass. : 2003)》1999,22(1):25-40

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Initial Teacher Education in England and Wales: a survey of current practices and concerns     

Geoff Whitty  Elizabeth Barrett  Len Barton  John Furlong  Conor Galvin  Sheila Miles 《Cambridge Journal of Education》1992,22(3):293-306

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Values, Rights and Dilemmas     

Geoff Lindsay 《British Journal of Special Education》1997,24(2):55-59

Professor Geoff Lindsay, Director of the Special Needs Research Unit at The University of Warwick, is the fourth of the new professors to contribute to the debate on the future of Special Education.  相似文献   

Careers Under Stress: Teacher Adaptations at a Time of Intensive Reform   总被引：1，自引：0，他引：1  

Geoff Troman  Peter Woods 《Journal of Educational Change》2000,1(3):253-275

There is currently a crisis of recruitment and retention of teachers in the United Kingdom. One feature of this trend is the number of teachers who are leaving the profession prematurely in reaction to the changed nature and organization of their work. This article focuses on how the crisis was experienced at the level of the individual. It explores the perceptions and interpretations of a group of teachers who left teaching or who considered leaving but remained by making adaptations to their roles; adaptations of retreatism; downshifting; and self-actualisation. The article uses data from a longitudinal study of a sample of English primary school teachers who are experiencing or have experienced occupational stress and stress-related illness. Unpredictable and stress-induced breaks in the teachers' careers are defined as `fateful moments' involving a `reassessment' and `redefinition' of each teacher's self, commitment and career. This case study of teacher stress makes emerging patterns and experiences of teacher career in the conditions of `late modernity' highly visible. The article concludes by arguing that the new and unplanned disruption in careers can involve the teachers in repeated re-inventions of the self (a stressful and convoluted process in itself) and that a reconceptualisation of teacher career is required.  相似文献   

Communicating spending cuts: lessons for Australian university leaders     

Geoff Sharrock 《Journal of Higher Education Policy & Management》2014,36(3):338-354

In 2011 and 2012, two Australian university vice chancellors flagged spending cuts at their institutions to overcome financial problems. In both cases, union and staff opposition led to public protests, intense media scrutiny, delays and retreats. This article compares the two cases to see what lessons may be drawn for university leaders faced with the complex, difficult and risky task of introducing spending cuts, a likely feature of Australian university management in the next few years. How can they do this in ways that cause minimal damage to programmes; are acceptable to those affected; and avoid undue damage to staff morale, student interests or institutional reputation?  相似文献