Introduction: Police–Academic and Professional Practitioner Collaboration in Research, Education, Training, and Programming

2015 ◽  
pp. 5-26
Author(s):  
Peter Kratcoski
Keyword(s):  
Research Education ◽  
Education Training

Including Multiculturalism, Social Justice, and Peace within the Integration of Psychology and Theology: Barriers and a Call to Action

2020 ◽  
pp. 009164712097498
Author(s):  
John M. McConnell ◽  
Vincent Bacote ◽  
Edward B. Davis ◽  
Eric M. Brown ◽  
Christin J. Fort ◽  
...  
Keyword(s):  
Social Justice ◽  
Present Article ◽  
Clinical Work ◽  
Christian Theology ◽  
Christian Faith ◽  
Trinitarian Theology ◽  
Call To Action ◽  
Research Education ◽  
Education Training

Multiculturalism, social justice, and peace are important aspects of the Christian faith. However, scholars in the literature seeking to integrate psychology and Christian theology have underrepresented them. In this present article, we review barriers to including them in our psychology–theology integration literature. Thereafter, we provide a trinitarian theology of multiculturalism, social justice, and peace with a hope that theological knowledge will help Christian psychologists begin to overcome barriers and to move this body of literature forward. We also offer implications for scholarship/research, education/training, and clinical work.

scholarly journals The European networks of research, education and training stakeholders in agroecology

2018 ◽  
Vol 3 (1) ◽  
pp. 537-552
Author(s):  
Rose Nicot ◽  
Stéphane Bellon ◽  
Allison Loconto ◽  
Guillaume Ollivier
Keyword(s):  
Research Question ◽  
Education And Training ◽  
Shared Vision ◽  
Holistic View ◽  
Research Education ◽  
The Core ◽  
Significant Difference ◽  
Education Training ◽  
Research And Education ◽  
And Training

Abstract In Europe, agroecology has become the center of many debates that animate political and professional arenas, particularly regarding the definition and scope of the concept itself. This paper attempts to understand the ways that the term agroecology is conceptualized by different participantsparticipants and how these concepts circulate so as to explore the interests at stake in the institutionalization of agroecology within the research and education institutions of Europe. We address the core research question of: what dynamics emerge in the networks of European stakeholders of agroecology? By combining different approaches of institutionalization based on network and discourse analysis, we study the dynamics of research, education and training organizations. We identify 10 different concepts of agroecology, distributed among 103 organizations. The significant difference that has been observed between the agroecological concepts in research and those in education/training emphasizes the gap between these two disciplines. The latter support a more political, transdisciplinary and holistic view of agroecology when compared to the former. Moreover, collaboration among European agroecology stakeholders is limited in both research and education/training. We also found that in most cases, collaboration between scholars does not guarantee a shared notion of agroecology, and conversely, sharing the same notion of agroecology does not assure collaboration. This led us to question the feasibility of institutionalizing agroecology and the missing link between a shared vision and the collective mobilization of stakeholders around a strong agroecology programme.

scholarly journals Integration and Evaluation of Substance Abuse Research Education Training (SARET) into a Master of Social Work program

2017 ◽  
Vol 38 (2) ◽  
pp. 150-156 ◽  
Author(s):  
Ellen Tuchman ◽  
Kathleen Hanley ◽  
Madeline Naegle ◽  
Frederick More ◽  
Sewit Bereket ◽  
...  
Keyword(s):  
Substance Abuse ◽  
Social Work ◽  
Master Of Social Work ◽  
Research Education ◽  
Work Program ◽  
Education Training ◽  
Social Work Program

Framing the Future – European Education, Training and Research under Framework Four

1994 ◽  
Vol 8 (3) ◽  
pp. 187-190
Keyword(s):  
Education And Training ◽  
Research Education ◽  
The Future ◽  
Training And Research ◽  
European Education ◽  
Education Training ◽  
And Training

Management of Collaborative European Programmes and Projects in Research, Education and Training, Oxford, UK, 10–13 April 1994

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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