AGRICULTURE AND RURAL DEVELOPMENT: LESSONS FOR CHRISTIAN GROUPS COMBATING PERSISTENT POVERTY

Persistent poverty is one of the core challenges faced by Christians and by development scholars and practitioners alike. There is no question that Jesus was concerned about the poor - both materially and spiritually. From his first public address in the Synagogue in Nazareth, His home town, where He concluded by saying that He had come to "preach good news to the poor" (Luke 4:18), Jesus lived the gospel in word and deed. We, as Christian men and women, whether researchers or practitioners, are called to do no less. When Jesus made His parting remarks to His disciples, He said (John 20:21) "As the Father has sent me, I am sending you." emphasizing that we are to do likewise. This concern permeates the Old and New Testament, another example being the words of the prophet Micah (6:8): "He has showed you, O man, what is good. And what does the LORD require of you? To act justly and to love mercy and to walk humbly with your God." We are here to think through together some of the implications of this mandate for ourselves as researchers and practitioners. More specifically, to consider how the work we do as researchers can inform our work in the field as practitioners in such a way as to more effectively help those who are materially poor.Community/Rural/Urban Development, O1, Q12, Q18,

Writing for publication in a library journal

This paper is aimed at librarians who want to publish something in a library and information science journal but have never done so before. If you fall into this category, perhaps the first thing to be said is, good for you if you've decided to take this step. We hope that you are about to join that important group of professionals, those who can be described as 'reflective practitioners'. This means that, not only are you good at your job, but you are good at thinking about your work and analysing it for others. Which can only make you better at what you do

Sticking together: teaching, learning and the art of research

In this paper we emphasise the importance for community educators of building bridges between emerging needs, research, teaching and learning. A case study of recent work is used to illustrate the way in which research in vocational education and training offers the potential for practical outcomes which are not necessarily defined by the Research Assessment Exercise (RAE). We believe that fragmentation must be resisted: the glue securing teaching, learning and research must be preserved. The project which functions as our case study concerned the education and training needs of youth and community arts practitioners. Situated in the north of England, the research was directed by a partnership comprising Yorkshire and Humberside Arts, West Yorkshire Youth Association, the Calouste Gulbenkian Foundation, youth and community arts practitioners and the University of Huddersfield. This innovative collaboration led to pragmatic outcomes in course development, teaching and learning: a new postgraduate course is planned in direct response to the research, a conference was held to share the findings with practitioners whose input, using a focus group approach, was vital in the writing of the final report. We also envisage the work having a practical impact on future approaches to teaching and learning. We analyse the glue which holds together the collaborative partnership and answer the question: what is the nature of cross-sectoral partnership and how do all the partners get what they want? We believe this brings us back to the good old fashioned idea that the purpose of educational research is to inspire change, and is not only to add to the sum of human knowledge. Sadly, all too often nowadays there is a tendency for research to serve the demands of the RAE

Developing practice or management struggle? Barriers to effective youth work practice with young women living with violence [thesis]

The research process described in this thesis brought to consciousness, for myself, the researcher, and for the youth work practitioners involved, the limitations placed upon their ability to practice effective youth work by the divergent understanding of `youth work\u27 held by those responsible for either managing or funding the services in which they worked. The study set out to discover why youth work practitioners were not identifying or responding to the needs of young women living with violence at home. The study sought to identify the problem and then to formulate practical strategies to enhance youth worker knowledge and skills in working with this group of young people. What was discovered, however, is that the thirteen youth work practitioners involved in the study lacked confidence in their understanding and ability to respond to the needs of these young women; whereas, through focus group discussion and the development of concept maps they demonstrated that they do have a good understanding of the issues surrounding family violence, which young people might be affected and what sorts of supports might be useful for them

Understanding Social Care

There is a good chance you are reading this because you are planning to be, or already are, a social care practitioner. Yet for many in Irish society, even those entering the field themselves, the meaning of the term ‘social care’ is not self- evident. A common question directed at social care students and professionals alike is, ‘What do you do?’ Misconceptions abound and in many cases practitioners are not accorded the recognition or status they deserve, partly as a consequence of a limited understanding of what the term means This chapter explores the notion of social care itself. Some definitions are examined, phrase by phrase, to see what is involved. A short history of social care in Ireland is provided, placing the current set of institutions and practices in a historical context. Aspects of social care practice are described, such as what qualities practitioners possess; what sort of work is involved; what practitioners do and where they do it; how much they get paid; and the difference between a social care practitioner and a social worker

The evaluation of manufacturing issues in the product development process

Many companies still do not achieve the success rates they desire with new product introductions to the market. A method has been developed to aid companies to self-evaluate their product development processes (PDP). The method meets an identified need for a non-prescriptive procedure to evaluate an existing or proposed PDP at a detailed level, both in the context of the company's own products, processes, procedures and markets, and in the context of accepted good practice. The specification and development of the process and facilities needed for the manufacture of a product are identified as fundamental generic issues within the PDP that must be handled effectively to achieve successful product outcomes. The paper describes the main constructs of the evaluation method in relation to manufacturing issues, and presents results and findings from trials conducted in industry. It is seen that great care is needed to ensure that company practitioners make objective assessments of the important factors. Further work is planned to develop the method as an interactive computer tool and to conduct more trials

Qualitative research for development: a guide for practitioners

How do we know whether our development programmes are reducing poverty and empowering the most vulnerable people? What evidence do we have to support our theory of change? Qualitative research for development aims to build the research capacity of development practitioners so that their work benefits from the significant contributions offered by solid qualitative research. The book guides development practitioners through the process of planning, conducting and reporting on a qualitative study, whilst simultaneously highlighting the role of qualitative research in improving the impact, quality and accountability of development programmes. It covers in detail data collection methods such as Participatory Learning and Action, Photovoice, Individual Interviews, Focus Group Discussions and Observations. It demystifies qualitative research and builds the skills and confidence of development practitioners to use qualitative methods authoritatively, and to communicate findings to different audiences. The book draws on considerable hands-on experience and incorporates case studies from Save the Children and other international organizations to illustrate 'good practice'. To facilitate learning, all the chapters include a series of practical activities that can help the reader to engage actively with the material. This book is an indispensable learning tool for all development practitioners within NGOs and government departments, as well as researchers and students engaged with applied qualitative research in the context of development

Qualitative research for development: a guide for practitioners

How do we know whether our development programmes are reducing poverty and empowering the most vulnerable people? What evidence do we have to support our theory of change? Qualitative research for development aims to build the research capacity of development practitioners so that their work benefits from the significant contributions offered by solid qualitative research. The book guides development practitioners through the process of planning, conducting and reporting on a qualitative study, whilst simultaneously highlighting the role of qualitative research in improving the impact, quality and accountability of development programmes. It covers in detail data collection methods such as Participatory Learning and Action, Photovoice, Individual Interviews, Focus Group Discussions and Observations. It demystifies qualitative research and builds the skills and confidence of development practitioners to use qualitative methods authoritatively, and to communicate findings to different audiences. The book draws on considerable hands-on experience and incorporates case studies from Save the Children and other international organizations to illustrate 'good practice'. To facilitate learning, all the chapters include a series of practical activities that can help the reader to engage actively with the material. This book is an indispensable learning tool for all development practitioners within NGOs and government departments, as well as researchers and students engaged with applied qualitative research in the context of development

The Social Licence for Research:Why care.data Ran Into Trouble

In this article we draw on the concept of a social licence to explain public concern at the introduction of care.data, a recent English initiative designed to extract data from primary care medical records for commissioning and other purposes, including research. The concept of a social licence describes how the expectations of society regarding some activities may go beyond compliance with the requirements of formal regulation; those who do not fulfil the conditions for the social licence (even if formally compliant) may experience ongoing challenge and contestation. Previous work suggests that people's cooperation with specific research studies depends on their perceptions that their participation is voluntary and is governed by values of reciprocity, non-exploitation and service of the public good. When these conditions are not seen to obtain, threats to the social licence for research may emerge. We propose that care.data failed to adequately secure a social licence because of: (i) defects in the warrants of trust provided for care.data, (ii) the implied rupture in the traditional role, expectations and duties of general practitioners, and (iii) uncertainty about the status of care.data as a public good. The concept of a social licence may be useful in explaining the specifics of care.data, and also in reinforcing the more general lesson for policy-makers that legal authority does not necessarily command social legitimacy