In Latin American comparative politics, a tension exists between North Americanization and parochialism. While certain academic scholarship is published in Scopus-indexed journals that engage with “mainstream” Global North literature, other works are found in non-indexed outlets, focusing solely on their home countries and fostering parochial scientific communities. To assess this tension in graduate program curricula, we compiled an original dataset of comparative politics readings from 21 universities across nine Latin American countries. Our network analysis reveals a centralized structure influenced by mainstream readings, challenging the expectation of parochialism. In addition to the mainstream content, universities tend to incorporate readings from regional journals to facilitate cross-case comparisons. However, these materials are inconsistently shared, resulting in fragmentation of content from Latin American sources. Our findings contribute to and challenge the North Americanization versus parochialism debate, showing that future scholars receive similar mainstream training but encounter diverse regional materials during their PhD studies.

This essay aims to address the structural barriers that deter the study of “Global Asias”—or even something smaller in scale, the study of the “Pacific”—in the context of the institutional split between Asian studies and Asian American studies.

Any field team, regardless of the professionalism of the leadership, will eventually experience a critical event. Some events will result in a subtle degradation of the team's work; others will cause emergent threats to the safety of the team. A team's sustained performance during a field season depends partly on such chance events and partly with the team's ability to plan for and respond to the dynamic environment of the field. The duty of a field leader is to conduct clear-eyed conversations and ensure that solid preparations are laid for both the group as a whole and the individual team members. Some of these plans need to be manifested by material preparations, some of which require months of forethought. This article walks readers through a two-hour exercise, giving them frameworks from business continuity and military field doctrines to understand risk. Readers will conduct a SWOT analysis, define emergencies within their organizations, and then apply risk management practices of qualitative risk assessment and all-hazards planning to develop planning priorities. By the end, readers will have built specific action plans for improving field season readiness.

Due to the intellectual, physical, and emotional demands of field research, those doing this work need to strategies to monitor and maintain their own mental health before, during, and after a field season. Moreover, they should have a framework for supporting their colleagues. This review article will present a framework for assessing the mental health hazards and the reactions, both positive and negative, to fieldwork. First, it will use U.S. epidemiology to show that most field teams are at risk. Second, it will frame the field season both as a workplace and wilderness exposure event and discuss the elements of the field research environment that can be therapeutic for some but toxic for others. Third, it will discuss the psychological impacts of travel and reintegration as they are pertinent to the practice of archaeology. Research will be presented in order to guide evidence-informed policies for the field research team to improve the mental-health readiness and resiliency of the research team. Last, it will provide guidance on how to manage the anxiety caused by separating from social media platforms.

Graduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.

According to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.

Developing countries lack the indigenous scientists necessary to achieve a critical mass of manpower for the effective implementation of research and development policies. The need to train research scientists in the insect sciences is discussed and it is concluded that to provide training on relevant topics, given in the appropriate teaching and learning environment, more training must be available in developing countries. The resources for teaching and research in these countries are inadequate, but although they are scattered they are not absent. It is proposed that regional collaborative training programmes will combine the facilities of universities, for their academic tradition and for teaching, with those of research centres, for research and supervision. The structure and experiences of the African Regional Postgraduate Programme in Insect Science (ARPPIS) are presented as a model for a regional graduate training programme in developing countries. ARPPIS is a collaborative venture between 12 African universities and the International Centre of Insect Physiology and Ecology, leading to the award of the Ph.D. degree.