Bibliographic record
Abstract
In Australia, Europe, the UK and Canada, law enforcement agencies have struggled to improve relations with local ethnic minorities, to build trust and cultural understanding and to introduce culturally appropriate community policing strategies. There has been a strong focus on removing cultural bias and racism within organizations, and on recruiting and promoting members of visible minority groups or ethnic and religious minorities within the police force. Such strategies have had modest success, especially efforts to build a more multi-ethnic profile amongst recruits. Barriers include police subculture resistances, poor representation of ethnic minorities on liaison and advisory groups and culturally inappropriate forms of community consultation. In some case, negative attitudes to police can be attributed to past experiences in the home country of origin. However, inter-generational studies also indicate that young people from minority ethnic communities raised in countries such as the UK, retain negative attitudes towards police and towards a career in law enforcement. This can make these communities even more inaccessible to police and community policing, reinforcing cultural stereotypes of closed, secretive and risky enclaves which are insecure because they are selfsegregating. Australian policing is trying to tackle these endemic international problems in law enforcement by form partnerships with community groups, so as to build both local knowledge and local trust. A challenge for the study is to ensure that these partnerships are informed cultural understandings of how ethnically distinct communities understand trust and security. This working paper provides an introduction to the four-year ARC project, Exploring the experience of security in the Australian Vietnamese community practical implications for policing. The study explores practical solutions to persistent difficulties in implementing community policing strategies with the Australian Vietnamese community. This is the first comprehensive study of these issues that actively involves the police and the Australian Vietnamese community in the research process. The aims of the project are to: (1) Provide vital information to police and other agencies in building cooperative networks with the Australian Vietnamese community; (2) Explore attitudes of Australian Vietnamese community members to police, crime, security and community policing, including their preparedness to involve themselves in a career in police; (3) Analyse Victorian police officers experience of professional relations with members of the Australian Vietnamese community, including their understanding of risk, trust and information gaps; (4) Investigate the information sources currently used within the Australian Vietnamese community to address crime, safety and security issues, including government and non-government agencies and associational or faith-based networks. Identify key issues and preferred methods of community consultation; (5) Pursue implications for Victoria Police strategic planning, including infrastructure and professional development needs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".