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This volume brings together accounts from facilitating or 'brokering' researchers in three settings afflicted by armed conflict, including DR Congo, Sierra Leone and Jharkhand, India. Indispensable to the research practice carried out by so-called 'contracting researchers', who are often based in the Global North, it is these facilitating researchers who truly regulate the access and flow of knowledge, and yet are often referred to merely as 'fixers', with their contributions systematically erased in the final research texts. This book recounts first-hand the varied and crucial roles played by such researchers, meanwhile bearing witness to the insecurities and scarce resources navigated by them in order to facilitate the research of others. By listening to and learning from their experiences, the book outlines different routes towards a more equitable fieldwork, and a more collaborative process of knowledge production.
Institutional review boards (IRBs) are the linchpins of the protection systems that govern human participation in research. In recent years, high-profile cases have focused attention on the weaknesses of the procedures for protecting participants in medical research. The issues surrounding participants protection in the social, behavioral, and economic sciences may be less visible to the public eye, but they are no less important in ensuring ethical and responsible research. This report examines three key issues related to human participation in social, behavioral, and economic sciences research: (1) obtaining informed, voluntary consent from prospective participants: (2) guaranteeing the confidentiality of information collected from participants, which is a particularly challenging problem in social sciences research; and (3) using appropriate review procedures for "minimal-risk" research. Protecting Participants and Facilitating Social and Behavioral Sciences Research will be important to policy makers, research administrators, research sponsors, IRB members, and investigators. More generally, it contains important information for all who want to ensure the best protectionâ€"for participants and researchers alikeâ€"in the social, behavioral, and economic sciences.
This volume compiles lessons learned by field researchers, many of whom have faced demanding situations characterized by violence, distrust and social fragmentation.
Working with Conflict 2 reflects the accumulated wisdom of over 3000 peacebuilding practitioners from 70 countries over the 20 years since the first Working with Conflict book was published. Its focus is on understanding and transforming conflict, building practical strategies for constructive change, analysing power, addressing violence, healing wounds and building movements for change. It is relevant to all who are trying to bring about change in intractable situations, from grassroots to policy level, including those working in the fields of peacebuilding, humanitarian assistance, development, climate change, human rights, gender equality, trauma healing and democracy. Working with Conflict 2 is an accessible practical resource, for both individuals and organisations working and researching how to work in conflict-prone and unstable parts of the world. Easy to use, including helpful visual materials, it provides a range of practical tools – processes, ideas, techniques – for tackling conflict, as well as providing links to other key conflict-related and peacebuilding resources, including organisations, publications and websites.
Ethical responsibility has intellectual and practical implications for social researchers. This book explores a range of issues, theories and questions, enabling readers to reflect upon, understand and critique these with confidence. With helpful examples and a glossary of terms, it is essential reading for new and experienced researchers alike.
Drawing on an innovative project exploring current mobility transition policies and practices in 14 countries around the world, including key institutions such as the European Union and the United Nations, this book provides a critique of current transitions, mobility and transport policies. The authors consider how our mobility futures have been imagined, what they will potentially look and feel like, what lives we might live in them and what choices we might have to make to get there.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.