التدریب الإلکترونی عن بعد فی الأجهزة الأمنیة فی ضوء الأسس النظریة وبعض التجارب الدولیة
Bibliographic record
Abstract
This study explores distance electronic training (e-training) and the most essentially required foundations and considerations for its applicability in security fields. It also suggests the stages and mechanisms that are required to make the transition into a form of training that is considered as enhancing and complementary to traditional training by tapping into relevant scientific theories as well as some international experiences of some advanced countries covered by the study such as the United States of America, United Kingdom, Canada, Poland, Greece and Australia. The researcher used a qualitative method for the study which had many results the most prominent of which included the necessity to take into account some technical, administrative, psychological, and educational foundations and considerations required to guarantee a successful and effective implementation of distance e-training systems in security fields. The study recommends the adoption of the concept of e-training as a prevalent educational method that goes hand in hand with traditional training and counseling programs by using the stages and mechanisms proposed by the study. It also recommends increasing awareness amongst high-ranking officials and staff in the security fields about the significance and contributions of e-training to the level of knowledge and skills sought to be developed in security staff. The study proposes introducing and including this field as an academic specialization at Naif Arab University for Security Sciences. It also emphasizes the importance of establishing administrative guidelines and regulations for successful and effective e-training systems in security services. The study highly recommends learning from international experiences-particularly from USA-in the application of distance e-training in security fields.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.003 | 0.003 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.001 | 0.007 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.008 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.063 |
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; both teacher heads agree on what is shown here.
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".