Electronic copies of Faculty of Social Sciences conference papers and proceedings. http://hdl.handle.net/1893/3481 2026-10-04T20:55:56Z 2026-10-04T20:55:56Z Connon, Irena Egan, Mo Hamilton-Smith, Niall Mackay, Niamh Miranda, Diana Webster, C. William http://hdl.handle.net/1893/37816 2026-01-27T01:13:10Z 2024-10-16T00:00:00Z

Title: Embracing Emerging Technologies in Policing: Key Considerations Author(s): Connon, Irena; Egan, Mo; Hamilton-Smith, Niall; Mackay, Niamh; Miranda, Diana; Webster, C. William Abstract: Emerging technology offers the potential to improve the efficiency and effectiveness of policing. However, efficiency and effectiveness must be considered in light of existing legal frameworks, and the perhaps more nebulous relationship between the state and citizens that police actors must deftly navigate. In addition, given the evolving nature of technological innovation it is necessary to carefully consider the evolving social and ethical issues associated with specific forms of these technologies, regulatory frameworks that might require adaptation, what policy needs developing, and how each can be can implemented in ways that meet societies expectations. In 2022, the authors of this paper were commissioned to conduct research that examined the social and ethical implications of particular types of emerging technologies in policing practice and the legal concerns associated with the adoption of emerging technologies in policing in Scotland. To do this, they also explored the evidence concerning the use of these technologies from beyond the policing context by reflecting on experiences from other sectors (Health, Children and Family) and other jurisdictions. This paper sets out a series of priorities for further research, policy development and key recommendations for practice in the use of specific types of emerging technologies. In addition, we also discuss how legal framework may constrain the adoption of different types of emerging technologies to within the policing practice context and steps that can be taken to navigate such constraints.

2024-10-16T00:00:00Z Buchko, Kateryna Connon, Irena L C Dominelli, Lena http://hdl.handle.net/1893/37707 2025-12-11T01:08:23Z 2024-06-18T00:00:00Z

Title: Improving support for internally displaced people with disabilities when fleeing war: Lessons from Ukraine Author(s): Buchko, Kateryna; Connon, Irena L C; Dominelli, Lena Abstract: Internally displaced people (IDPs) are among the most socially marginalised groups and often face additional barriers accessing safety, protection, and assistance services when fleeing war. Lower levels of social connectivity means they are often more dependent upon families and other caregivers for accessing support necessary to maintain wellbeing, overcome trauma and avoid becoming more isolated during displacement and resettlement processes. They also face a heightened risk of discrimination by authorities. Concerns have been raised regarding the well-being and human rights of IDPs with disabilities in Ukraine and their abilities to obtain protection, essential services, healthcare, and humanitarian assistance. However, less is known about the particular barriers and challenges that IDPs with disabilities face in accessing services and how challenges may be differentiated according to age, gender, specific nature of disability (acquired, life-long or war-related), community of origin and receiving community, as well as how their needs and challenges evolve over the course of the conflict. Drawing upon an analysis of secondary qualitative and quantitative survey data, this study examines the experiences of Ukrainian IDPs with disabilities in accessing essential support. Drawing on relational and intersectional theories, we argue that their enhanced vulnerability does not result from the presence of disability alone, and instead represents a conditional consequence of societal perceptions, priorities, decisions, and practices’ that place IDPs with disabilities at particular disadvantage. We show how this reveals that greater consideration needs to be made to improving support provision for people living with disabilities and trauma in situations of conflict-induced displacement.

2024-06-18T00:00:00Z Connon, Irena http://hdl.handle.net/1893/37509 2025-10-15T00:30:33Z 2024-03-26T00:00:00Z

Title: Fifty Years of Disaster Study: Changing Imperatives, Outlived Terms, New Frontiers - Perspectives from The Next Generation: Decolonization and More Author(s): Connon, Irena Abstract: Critical examination of recent as well as longstanding approaches to the study of disasters is fundamental for rethinking how researchers and practitioners can improve the ways in which they engage with those affected by them. Bringing the panel on Fifty Years of Disaster Study to a close, this paper explores how recent efforts to diversify, indigenize and de-colonialize disaster anthropology have sought to address existing power imbalances. While this has resulted in new methodological innovations, imbalances in efforts to rebalance power remain and superficial adoption of the language of diversification and decolonization risks enhancing their potential for abuse.

2024-03-26T00:00:00Z Murray, Alison Murray, Pamela Howells, Kristy Johnston, Brian Cowley, Joe http://hdl.handle.net/1893/37302 2025-11-28T01:10:49Z 2025-06-22T00:00:00Z

Title: Exploring Strategies to Enhance Physical Literacy in the school setting and Beyond Author(s): Murray, Alison; Murray, Pamela; Howells, Kristy; Johnston, Brian; Cowley, Joe Abstract: Models based practice (MbP) "Models-based practice (MbP) is presented as an alternative to traditional multi-activity, sport technique-focused physical education" (Casey & Kirk, 2024, p. 12), alongside other teaching and learning approaches. In this study, MbP serves as a framework for shaping PCK through the lens of physical literacy (PL) concepts. PL Concepts experienced and evaluated across the semester were mostly situated in the medium level of abstraction of the physical literacy ladder (Young et al., 2019). Affective, physical, and cognitive domains were progressed and evaluated in summative ways that align with New Mexico Physical Education state standards. In the current study, MbP is used to consider possibilities to connect school and home activities using critical thinking (implicitly e.g., through DI and explicitly through MI) to underpin the pedagogical approach. If the learning journey within PE is inherently complex (Jess, Keay & Carse, 2014), how does this complexity extend beyond PE and formal school provision, particularly during summer holidays? Casey and Kirk position MbP positively: organising program design, serving in their localization, navigating the breadth of provision, and incorporating co-construction with PE stakeholders (2024). This current approach positions MbP as a connector to ready students from the continuity of curriculum structured PE (twice weekly) in school session, out to summer vacation.

2025-06-22T00:00:00Z