An Introduction to Social Network Analysis for Crime Analysts

An Introduction to Social Network Analysis for Crime Analysts

An Introduction to Social Network Analysis for Crime Analysts

Register now

Dates: Thursday 18th April & Friday 19th April 2024
10am – 4.30pm
Venue: Deakin Downtown Melbourne
Cost: $430 p/p

Collaborative

Self Directed

About this Program

This course aims to introduce participants to the application of social network analysis to crime and criminal groups. It offers an overview of the application of network approaches to the work of law enforcement, an assessment of empirical work examining and explaining specific forms of criminality (e.g., cybercrime, terrorism, organised crime), as well as applied methodological and analytical training in the interpretation of network crime data. The course has an applied focus, with specific examples of data and analysis selected for relevance to the work of crime analysts.

Educational Aims

The course has the following educational aims:

  • Introduce participants to the central concepts relevant social network analysis.
  • Provide an advanced conceptual and applied understanding of the how criminal networks form, operate and proliferate in various contexts.
  • Examine the practical implications of research into criminal networks for criminal investigations and crime disruption.

To accomplish these educational objectives, participants will achieve the following learning outcomes:

  • To become familiar with key theoretical principles and empirical research surrounding the study of criminal networks
  • To explore in-depth international case studies and apply network principles to the study of crime in specific contexts (e.g., gang crime, organised crime, terrorism, cybercrime)
  • To analyse and interpret social network data (e.g., to determine targets for intelligence collection, disruption)

To become aware of key debates surrounding the analysis and disruption of criminal networks

Registration

To register for this 2 day professional development program, click here

If you have 3 or more participants, please contact pledhub@deakin.edu.au for a discount.

Program staff

Professor David Bright is a criminologist and forensic psychologist. His research interests include criminal networks, organised crime, and illicit markets (e.g., drugs, firearms). He runs the Deakin Covert Networks Lab which conducts ground-breaking research using social network analysis and related approaches to study organised criminal groups and terrorist groups. Professor Bright has been Chief Investigator on five consecutive Australian Research Council (ARC) funded projects in addition to projects funded by industry and government. He is currently appointed to the ARC College of Experts. Professor Bright is the author (with Professor Chad Whelan) of Organised Crime and Law Enforcement: A Network Perspective, published by Routledge in 2021, which applies a network theoretical lens to organised crime.

Deakin Professional Learning Education Hub

Hot Topics Seminar for English Teachers: Is generative AI hot… or sizzling?

Hot Topics Seminar for English Teachers: Is generative AI hot… or sizzling?

Hot Topics Seminar for English Teachers: Is generative AI hot… or sizzling?

A professional learning seminar for Preservice teachers, early career teachers, practising teachers, HODs and out-of-field teachers.
Register Now

Monday 4th September
5 – 5:45pm, AEST
Cost: $40 p/p
Delivered online

AITSL developments outcomes
Collaborative
Remote

About this Course

Would you like to hear about the latest research into English education and what it means for your classroom, faculty and school?

Deakin University, in partnership with the Victorian Association for the Teaching of English (VATE), is delivering online professional learning Hot Topics seminar in 2023. These seminars, led by Dr Lucinda McKnight and industry expert Leon Furze (both former English teachers), this seminar will bring teachers up to date with all the controversies, theories, strategies and tips for dealing with this latest massive change.

Why you should come:

  • access findings that are often behind journal paywalls, in a fast-paced and highly relevant format.
  • gain multiple practical ideas for how this research can be translated into classroom practice
  • share the implications of this research for your own context.
  • devise ways to adapt, transform or be inspired by new findings.
  • enjoy opportunities for professional discussion, debate and networking.
  • demonstrate your commitment to evidence-informed practice.

What you need to know:

  • the seminars will be recorded for participants’ access afterwards, and for those who are unable to attend in person.
  • different research will be covered in each session.
  • the fee for each session is for cost recovery only.

Aligned with the Australian Professional Standards for Teachers

      • 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 5.1, 5.2, 7.4

    Cost: $40 p/p 

    Registration

    To register for the programs, visit our registration page

    Presenter

    Dr Lucinda McKnight

    Dr Lucinda McKnight

    Senior Lecturer

    Dr Lucinda McKnight is a current Australian Research Council (ARC) Fellow undertaking a national study of the teaching of writing. She is an experienced English teacher and English teacher educator and current member of the Council for the Victorian Association for the Teaching of English (VATE). Lucinda presents locally, nationally and internationally on English education and publishes in a wide range of academic journals, including English in Australia, English in Education and Changing English: Studies in Culture and Education

    Leon Furze

    Leon Furze

    Leon Furze is a PhD student, experienced educator, consultant and educational writer. Leon has taught English, Literature and Digital Technologies in Australia and the UK for over fifteen years, and was formerly a Director of Learning and Teaching. In 2016 he completed his Master of Education at the University of Melbourne, focusing on how Professional Learning can mitigate the risk of burnout in teachers. His PhD is focused on the professional and practical implications of Generative AI for teachers.

    Trauma-Responsive Education

    Trauma-Responsive Education

    Trauma-Responsive Education

    Professional learning for professionals working with children and adolescents, including teachers, early childhood educators, and humanitarian workers
    Register now

    Wednesday 24 April 2024, 9.30am – 4pm, Melbourne
    Wednesday 1 May 2024, 4 – 5.30pm, online
    Wednesday 8 May 2024, 4 – 5.30pm, online

    AITSL developments outcomes
    Collaborative
    Remote

    About this Short course

    Trauma is the emotional, psychological, and physiological damage resulting from adverse events that overwhelm our ordinary coping abilities. Trauma can be caused by a single event(e.g. a car wreck, natural disaster), a series of events (e.g. sexual abuse), or collective historical wounding (e.g. forced removal of Indigenous children).

    The impact of trauma can be multifaceted. Dr Bessel van der Kolk, one of the world’s leading trauma experts, describes trauma as a profound shock with lasting effects on one’s psychic, brain, and body. Trauma-impacted children and young people experience intrusive negative thoughts, anxiety, irritability, and feelings of numbness. In educational settings, these experiences impact the behaviour, learning and wellbeing of children and young people. Furthermore, the manifestation of trauma impacts teacher wellbeing and performance. 

     

    How can professional training in trauma-responsive education help? 

    Training provides teachers with the knowledge and skills needed to effectively respond to the manifestation of trauma in education. Being trauma aware and having a toolkit of practical strategies strengthens teachers confidence and capacity to be trauma-responsive, thereby supporting child and teacher experiences and outcomes in educational settings. 

    Deakin’s Trauma-Responsive Education short course examines key content relating to trauma in education, leading participants through a learning journey that begins with becoming trauma aware through to being trauma responsive in pedagogy and practice. Engagement with this short course will provide participants with insights and strategies that will enable them to effectively respond to the learning and wellbeing needs of trauma-impacted children and create safe and trusting learning environments for all.

    Through self paced learning and both face to face and online delivery modes, key learning covered in this short course includes:

    • Trauma awareness (understanding the nature of trauma, such as types and causes)
    • The impact of trauma (on children’s learning, behaviour, relationships and wellbeing) 
    • Teacher wellbeing (insights and practical strategies to address stress and burnout)
    • Trauma-Responsive Education (principles and practices)

    Cost and registration: 

    • $500 per person, discount available for Deakin University students & groups of 2 or more receive a discount.
    • Register here

    Australia Institute for Teaching and School Leadership (AITSL) Standards:

    • Standard 1: Know students and how they learn
    • Standard 4: Create and maintain supportive and safe learning environments

    CPL Pathway: 

    Successful completion of the short course program with an additional assessment task (Application fee $250) for current Deakin students is a credit elective pathway into the below: 

     

    Presenter

    Dr Nicole Downes

    Dr Nicole Downes

    Senior Lecturer

    Dr Nicole Downes had 10 years of practical teaching experience as an early childhood educator and pre-school teacher before joining the early childhood team at Deakin University in 2012. Nicole teaches and researches in the areas of child safety and wellbeing, teacher wellbeing, trauma, and initial teacher education. Nicole is currently involved in several research projects focusing on the impact’s of trauma-responsive education, innovating teacher education and the ongoing development of teacher identity and professional practice. She actively advocates for children’s rights, both in the university and the wider community. Nicole practices and promotes Deakin’s commitment to innovation, excellence and integrity in her role as course director, lecturer, researcher and in the services of her role. 

    Nicole leads the Graduate Certificate in Trauma-Responsive Education

    Hot Topics Seminar for English Teachers: Is generative AI hot… or sizzling?

    New Evidence-informed Practice in English Teaching

    Hot Topics: New Evidence-informed Practice in English Teaching

    Professional learning for teachers
    Register Now

    Hot Topics End-of-year Update: Thursday 10th November
    5 – 5:45pm, AEST
    Cost: $30 p/p
    Delivered online

    AITSL developments outcomes
    Collaborative
    Remote

    About this Course

    Would you like to hear about the latest research into English education and what it means for your classroom, faculty and school?

    Deakin University, in partnership with the Victorian Association for the Teaching of English (VATE), is running two stand-alone online professional learning Hot Topics seminars in 2022. These seminars, led by expert researcher in the field, Dr Lucinda McKnight, will provide an extensive and engaging overview of the most urgent, interesting and impactful research in English.

    Why you should come:

    • access findings that are often behind journal paywalls, in a fast-paced and highly relevant format.
    • gain multiple practical ideas for how this research can be translated into classroom practice
    • share the implications of this research for your own context.
    • devise ways to adapt, transform or be inspired by new findings.
    • enjoy opportunities for professional discussion, debate and networking.
    • demonstrate your commitment to evidence-informed practice.

    What you need to know:

    • the seminars will be recorded for participants’ access afterwards, and for those who are unable to attend in person.
    • different research will be covered in each session.
    • the fee for each session is for cost recovery only.
    • book for one or both sessions.

    Aligned with the Australian Professional Standards for Teachers

        • 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 5.1, 5.2, 7.4

      Cost: $30 p/p 

      Registration

      To register for the programs, visit our registration page

      Presenter

      Dr Lucinda McKnight

      Dr Lucinda McKnight

      Senior Lecturer

      Dr Lucinda McKnight is a current Australian Research Council (ARC) Fellow undertaking a national study of the teaching of writing. She is an experienced English teacher and English teacher educator and current member of the Council for the Victorian Association for the Teaching of English (VATE). Lucinda presents locally, nationally and internationally on English education and publishes in a wide range of academic journals, including English in Australia, English in Education and Changing English: Studies in Culture and Education

      Supporting Oral Language Development in the Early Years of School

      Supporting Oral Language Development in the Early Years of School

      Supporting Oral Language Development in the Early Years of School

      A self-paced online professional learning program for teachers

      Self-paced online professional learning
      Opens: 2025

      Cost: $1300 p/p

      AITSL developments outcomes
      Collaborative
      Remote

      Introduction to SOLD in Schools

      The Supporting Oral Language Development in the Early Years of School Program supports teachers to enhance their knowledge in developing young children’s oral language skills. The program aims to:

      • build teachers understandings of oral language
      • use research and collegial advice about how children learn language
      • focus on diversity and promote practices particular to building children’s oral language
      • identify aspects of teachers’ talk that are conducive to developing young children’s oral language
      • reflect on, and critique, practices that specifically aim to support children’s oral language
      • build a repertoire of effective research-based practices that will support children’s oral language learning and development
      • use evidence, including mapping against frameworks, to assess and inform practice

      The Victorian Early Years Learning and Development Framework (VEYLDF) acknowledge the importance of building children’s oral language and communication. Research tells us that children entering school with low levels of oral language are at risk of long-term academic, social, emotional and health consequences, and lower employment prospects.

      Closing the educational achievement gap for the next generation requires significant commitment and investment to assist all children to achieve their educational potential. Young children’s home and childhood environments are important in scaffolding their oral language as a precursor to the development of literacy skills. Therefore, by increasing teachers’ awareness of the influences that enhance children’s oral language and communication, practice can be tailored to make it more meaningful in improving children’s language, literacy, and social outcomes.
       
      Aligned with the Australian Professional Standards for Teachers

      • 2.1 Content and teaching strategies of the teaching area
      • 2.2 Content selection and organisation
      • 2.3 Curriculum, assessment and reporting

      Delivery:

      14 self-paced modules available online via a cloud platform.
      Cost: $1300.00 p/p 
       
      Registration

      To register for this program, visit our Registration page

      Got questions, please email pledhub@deakin.edu.au

      Watch the introduction video

      Sneek peek at the program modules

      Academic Staff

      Professor Louise Paatsch

      Professor Louise Paatsch

      Professor Louise Paatsch is the Deputy Director of Deakin University’s Strategic Research Centre in Education – Research for Educational Impact (REDI). Her research focuses on children’s and young people’s communication, language, pretend play, and literacy development, with a strong focus on metapragmatic and pragmatic language use and the link to social communication.

      She also investigates teacher’s talk patterns and intention teaching practices in supporting children’s and young people’s communication, language and play abilities. Louise also undertakes research that focuses on the communication, spoken language and literacy abilities of deaf and hard-of-hearing children and young people. She also works with teachers and educators to explore their own practices as reflective researchers to support positive outcomes for children, young people and their families.

      Professor of Early Childhood Education in the School of Education, Deakin University, Australia. She has worked on a number of State, National and international projects concerning literacy development, program evaluation, and the professional learning of teachers.

      Since 2007, she has produced a significant body of research focusing on the capabilities of the Early Childhood Education and Care (ECEC) workforce with a specific interest in the professional learning of teachers. Andrea has researched the impact of the current Australian reform agenda on professional identities, mentoring, inter-professional work, and reflective practice. Educator practice is a complementary theme to her research where she has focused on young children’s language development, transition to school practices, and practice that improves outcomes for children and families.

      Professor Andrea Nolan

      Professor Andrea Nolan

      Supporting Oral language Development Program