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 Education/Training of Cultural Neuropsychology at the Postdoctoral Residency Level: Integration of a Competency-Based Model into Practice

2019 ◽  
Vol 34 (7) ◽  
pp. 1295-1295
Author(s):  
G Berrios-Siervo ◽  
C Salinas ◽  
J Janusz
Keyword(s):  
Training Model ◽  
Education And Training ◽  
Clinical Neuropsychology ◽  
Knowledge Based ◽  
Basic Competencies ◽  
Competency Based ◽  
Education Training ◽  
Barriers And Challenges ◽  
Research And Education ◽  
And Training

Abstract Objective In recent years, much attention has been focused on the delineation of basic competencies for education and training in clinical neuropsychology. Simultaneously, neuropsychology as a field has recognized the increasing need for the inclusion of cultural neuropsychology practices (AACN Relevance 2050). Method The Clinical Neuropsychology Synarchy (CNS) released a taxonomy for education and training in clinical neuropsychology in 2017, with individual and cultural diversity identified as an essential foundational competency across all specialties. Recommendations from the Education/Training workgroup of the 2017 Cultural Neuropsychology Summit provide initial guidance regarding the training of directors for the inclusion of cultural neuropsychology across the professional lifespan: including clinical, research, and education/training. Based on these recommendations, our program has developed a post-doctoral residency track focused on bilingual/multicultural neuropsychology. Outcomes The process by which our program integrates specific, knowledge-based, and applied competencies in cultural neuropsychology is presented. Discussion Suggestions on how to integrate recommendations into the existing education/training model for postdoctoral residency are provided, as well as a discussion of barriers and challenges in creating such a 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 Territory Agronomy Approach in research, education and training

2012 ◽  
pp. 257-280 ◽  
Author(s):  
Sylvie Lardon ◽  
Anna-Camilla Moonen ◽  
Elisa Marraccini ◽  
Marta Debolini ◽  
Mariassunta Galli ◽  
...  
Keyword(s):  
Education And Training ◽  
Research Education ◽  
And Training

Advisory Committees in Biomedical Research and Training

2017 ◽  
pp. 68-88
Author(s):  
Argentina Ornelas
Keyword(s):  
Graduate Education ◽  
Workforce Development ◽  
Biomedical Research ◽  
Research Training ◽  
Education And Training ◽  
Educational Training ◽  
Advisory Committees ◽  
Research Education ◽  
Research Workforce ◽  
And Training

Biomedical Research Training falls under the umbrella of Graduate Education at higher education institutions. The extent that advisory committees play in such training is not well documented, as these change from institution to institution. The National Institutes of Health (NIH), the guiding federal agency that provides the bulk of financial support to biomedical research institutions, provides input in training and workforce development based on the research of their internal advisory committees. Discussed is the background of advisory committees in guiding graduate education and the roles of advisory committees in biomedical research education and training. Discussed are the roles of advisory committees at various levels of biomedical research education and training, from funding agencies (NIH), to advisory committees guiding training programs and delivering trainee advice at individual institutions. Discussion of the challenges in establishing advisory committees to develop a productive biomedical research workforce will ensue, as we shift from educational training to workforce development.

scholarly journals Professional practices of education/training of nurses in an intensive care unit

2019 ◽  
Vol 72 (2) ◽  
pp. 321-328
Author(s):  
Ana Paula Morais de Carvalho Macedo ◽  
Katia Grillo Padilha ◽  
Vilanice Alves de Araújo Püschel
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Interpersonal Relationships ◽  
Scientific Evidence ◽  
Well Being ◽  
Education And Training ◽  
Close Relationship ◽  
Final Consideration ◽  
Education Training ◽  
And Training

ABSTRACT Objective: To understand the education/training of nurses working in an intensive care unit. Method: Case study with qualitative approach, with an intentional sample. Data collection and analysis used different research techniques, mainly document analysis, interview and field observation. Results: The data highlights feelings of well-being, satisfaction and motivation as important for education and training in a work context. Some organizational practices seem to promote interpersonal relationships and, consequently, increase the willingness of these professionals to adopt a reward perspective regarding continuing education and training, establishing a close relationship between the formal, the non-formal and the informal. Final Consideration: The attractiveness of this organization is related to the valorization and recognition that it can offer to the professionals. There is a reciprocity between a hospital that endorses up-to-date care and professionals who seek scientific evidence.

IDENTIFYING CREATIVITY ENGAGEMENT AMONG NIGERIAN CHILDREN: IMPLICATION FOR ENHANCING A SUSTAINABLE TECHNICAL VOCATIONAL EDUCATION AND TRAINING PROGRAMME

2015 ◽  
Vol 77 (13) ◽  
Author(s):  
Jonathan O. Oke ◽  
Aede Hatib Musta’amal ◽  
Muhammad Muhammad Inti
Keyword(s):  
Vocational Education ◽  
Training Programme ◽  
Education And Training ◽  
Vocational Education And Training ◽  
School Students ◽  
Nigerian Children ◽  
Significant Difference ◽  
Technical Vocational Education ◽  
And Training ◽  
At Home

Creativity is a natural skill often exhibited by children at home and in schools, especially during play. Children are often seen playing with drawings and moulding of objects. Hence, if care is taken to encourage and develop children’s creativity, it may enhance a sustainable development in Technical Vocational Education and Training (TVET) programme. The aim of this study therefore was to determine the level of engagement of Nigerian children in creativity practice.  The study was carried out using 400 (232 boys and 168 girls) Junior Secondary School students of age eleven to thirteen as sample. Specifically, the study sought to find out whether or not the children do undertake creative activities at home and the domains in which their creative activities are based upon.  A Child-Creative Inventory Form (CCIF) was used as an instrument for data collection. Data collected were analyzed using both percentages and Chi-Square. The findings of the study revealed that Nigerian children love to engage in creative activities mostly in the domain of technical and vocational skills such as: building technology, woodwork, mechanical technology, and electrical electronics. The study revealed that 87.07% of the boys were engaged in creativity while that of girls was 73.81.5%; 7.76.% of the boys were not engaged in creativity while that of girls was 20.8%. 24.57% of the boys were not sure of their involvement while that of girls was 5.36%. In all, the study found a significant difference in the level of engagement of boys and girls in creativity with P< 0.05 level of Significance. It was therefore recommended that children who are creative in the domains of technology could be assisted to develop their career in these domains as this would be a means to sustain the TVET programme in the nation.

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