scholarly journals FORT BURGWIN SUMMER FIELD TRAINING PROGRAM

1977 ◽  
Vol 18 (3) ◽  
pp. 3-3
2000 ◽  
Vol 48 (1) ◽  
pp. 108-109
Author(s):  
Rachel K. ◽  
Richard A. Paull

1953 ◽  
Vol 16 (1) ◽  
pp. 31-35
Author(s):  
Frank E. Fisher

The field training program of the Department of Public Health, Indiana University School of Medicine, provides the student with ten weeks of actual inspection work on an individual basis with qualified sanitarians. The field training is given in both food. drug, and dairy manufacturing industries and in retail food and fluid milk programs. Each student works with a number of sanitarians to obtain broader training in methods and techniques of making an inspection.


Author(s):  
Matthew Groppi

This article reviews the President’s Task Force on 21st Century Policing (hereafter President’s Task Force) findings on law enforcement field training. The President’s Task Force was critical of the San Jose Police Department Field Training Model (hereafter the San Jose Model), the most common model used by law enforcement agencies within the United States. These criticisms were the impetus for an assessment of the Wisconsin Department of Natural Resources (WDNR) Law Enforcement Field Training Program which was based on the San Jose Model. The WDNR employs conservation wardens who primarily enforce wildlife, environmental, and recreational vehicle laws. This study evaluates the strengths and weaknesses of the WDNR field training program through surveys of the perceptions and experiences of the field training officers, recruit conservation wardens, and warden supervisors. These findings also permit analysis regarding the criticisms identified by the President’s Task Force. The author found very little existing research pertaining to field training programs and little existing research on conservation law enforcement. The findings of this study persuaded command staff within the WDNR to follow the recommendations of the President’s Task Force and adopt the Police Training Officer (PTO) Model because it incorporated adult learning concepts, problem-based learning, and was more focused on community policing. Practical applications for other agencies are discussed and needs for future empirical research related to law enforcement field training are identified.


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