Educational technology provides an opportunity to improve the quality of education. There is, however, a lack of uptake in utilizing the equipment provided, as well as a lack of well-established methods for monitoring the use of educational technology. In this paper, which is based on one of the largest ICT studies in secondary schools in Norway, we explore the relationship between upper secondary school teachers' digital competence analysed by demographic, personal and professional characteristics. The implications of this study are that demographic, personal and professional characteristics, such as a teacher's age, work experience, gender, screen time and ICT education, predict teachers' high or low digital competence in upper secondary school to a certain degree. Further research is recommended in order to validate these preliminary findings.

Using a retrospective case control study of 60 complainants from a Scottish police force and from the Police Complaints Commissioner for Scotland (PCCS), we aimed to devise a set of early warning signs to allow for the identification of complainants likely to become unusually persistent, and to examine the use of complaint management strategies in these cases. There were significant differences between the unusually persistent complainants and the other groups. There were several key complaint handling strategies that were not used. Early warning signs could potentially identify a group of complainants ‘at risk’ of becoming unusually persistent. Appropriate complaint handling strategies could be implemented both early and later in the complaints process to increase the likelihood of a successful outcome for both complainants and public bodies and lead to significant cost savings across the public sector.

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