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Short Courses


What Works Masterclass: Problem solving and implementing evidence-based responses

27 September 2016


Crime Analysis

11th-14th April 2016

7-10th November 2016

Understanding Hotspots

19th April 2016

4th October 2016

Predictive Mapping

10th May 2016

6th December 2016

Hypothesis Testing Analysis

17th May 2016

Strategic Assessments

7th July 2016

Advanced Hotspot Analysis

12th July 2016

15th November 2016

Geographic Profiling Analysis

5th-16th September 2016

Neighbourhood Analysis

Date TBC

Department of Security and Crime Science

ICIAC 2012 Stream 6: Classes and Workshops

Abstracts and slides

Class 6C: Influencing investigative decision making in the Digital World

Andy Oriell, Senior Intelligence Analyst Tactical Operations, Cheshire Constabulary

Slides: Yet to be supplied by presenter

This input aims to highlight the challenges and opportunities for both analysts and investigators when faced with modern communication methodologies during the course of investigations. It will explore how IP addresses should be factored into the analytical thought process and discuss where these can be obtained from and how they can be used. We will look at some of the third party applications currently on the market as well as some of the devices that are coming to notice. Then we will look at the variety of social networking sites and virtual worlds in existence and define the ways in which analysts should consider threat, risk and opportunities in relation to them. Lastly, we will look at the type of activity that occurs within the “Deep Net” or “Dark Net” and explore how users can exist anonymously within this space.

Class 6D: Design and crime

Aiden Sidebottom, Department of Security and Crime Science, University College London

Slides: Yet to be supplied by presenter

Design influences behaviour. Variation in the design of places, products and systems gives rise to different patterns of behaviour. This is also true of criminal behaviour: different places, products and systems afford different opportunities for crime. It follows that design can therefore be used in the service of crime prevention. However, this is a complex and challenging task. It requires designers to think thief and crime preventers to draw on design when formulating crime prevention strategies. The purpose of this class is to outline some of the key considerations and common challenges associated with designing out crime. This is illustrated using practical examples from the U.K. and internationally.

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