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

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
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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

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Commencement: February 2022

Cost: 

 

Registration

 

 

Australian Professional Standards for Teachers: 

Presenters: 

Designing for Learning in Mathematics and Numeracy

Designing for Learning in Mathematics and Numeracy

Designing for Learning in Mathematics and Numeracy

This year-long professional learning program is suitable for mid-career primary teachers and numeracy leaders of years 3 to 6. It contributes 26 hours of professional learning through one four-hour online session per term plus 10 hours of additional support across the year. The focus is on teachers developing and monitoring tasks and practices for their own classroom use.

The program focuses on the design of tasks and sequences of learning in mathematics and numeracy. The professional learning draws from leading international research including Realistic Mathematics Education and Variation Theory. These approaches promote deep conceptual understanding, supporting students to develop powerful models for mathematical ideas and to notice key features of mathematical representations.

Over four presenter-led sessions you will be be introduced to these critical research-based concepts and frameworks, and will develop a personalised agenda for action for your classroom and students. You will be supported in implementing and monitoring your agenda for action through presenter and peer support using Zoom-based and small group check-ins between successive main sessions. Your engagement is therefore integral to the design of the program as you will be observing, monitoring and discussing the impact of the program on your own practice and on your students’ thinking and learning.

Upon completion of the full program and optional assessments, you may apply for credit for prior learning in the Master of Education at Deakin University.

 

Commencement: February 2022 

Cost: $850 p/p early bird, $900 normal

*Staff and student discounts apply

Registration

To register, click here

  • Time commitment outside of the program: 1 – 2 hours per week

 

Australian Professional Standards for Teachers: 

  • 1.2 Understand how students learn
  • 2.1 Content and teaching strategies of the teaching area
  • 2.2 Content selection and organisation
  • 2.3 Curriculum, assessment and reporting
  • 3.2 Plan, structure and sequence learning programs
  • 3.3 Use teaching strategies
  • 3.4 Select and use resources
  • 3.6 Evaluate and improve teaching programs
  • 5.2 Provide feedback to students on their learning
  • 5.4 Interpret student data
  • 6.2 Engage in professional learning and improve practice
  • 6.3 Engage with colleagues and improve practice
  • 7.4 Engage with professional teaching networks and broader communities

Presenters: 

Dr Steve Thornton is a mathematics education lecturer, consultant and researcher. He has wide experience as a teacher of mathematics, as a researcher in mathematics education, as leader of national professional development programs for the Australian Mathematics Trust and the Australian Academy of Science, and as a consultant and critical friend to numerous mathematics education projects. Most recently Steve was Executive Director of the highly regarded reSolve: Mathematics by Inquiry project conducted by the Australian Academy of Science in collaboration with the Australian Association of Mathematics Teachers, developing exemplary teaching and professional learning resources and recruiting and training a cohort of more than 300 Champion teachers.

Steve is a Life Member of the Australian Association of Mathematics Teachers and has been awarded a B.H.Neumann medal for excellence in Australian mathematics education. Steve holds B.Sc. (Hons) and Grad. Dip. T. degrees from the University of Adelaide; and a Ph. D. from the Australian National University.

Dr Virginia Kinnear is a Lecturer in Education (Mathematics Education) at Deakin University. She has teaching and leadership experience as an early childhood educator in both prior-to-school and school settings, and as a University lecturer in mathematics and early years at universities in South Australia, Tasmania and Victoria.

Prior to working in education, Virginia was a government solicitor working  in both criminal and civil practice. Virginia’s initial education qualification and teaching experience was in early years Montessori education (3-6 years) which she gained while living in the USA. In addition to her law and Montessori qualifications, Virginia also holds a BEd. (Early Childhood) from the University of South Australia and a PhD from Queensland University of Technology where she researched young children’s statistical learning and reasoning.