Relevant bibliographies by topics / Field Experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Field Experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Field Experience"

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Bullough, Robert V., Janet Young, Lynnette Erickson, James R. Birrell, D. Cecil Clark, M. Winston Egan, Christy F. Berrie, Valerie Hales, and Georgene Smith. "Rethinking Field Experience." Journal of Teacher Education 53, no. 1 (January 2002): 68–80. http://dx.doi.org/10.1177/0022487102053001007.

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Rippy, Janice, Jess Dancer, Rebecca Pryor, and John Stamper. "A Field Experience." Home Health Care Services Quarterly 6, no. 3 (February 10, 1986): 33–47. http://dx.doi.org/10.1300/j027v06n03_04.

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Musselman, James A., Bouzid Choubane, Gale C. Page, and Patrick B. Upshaw. "Superpave Field Implementation: Florida’s Early Experience." Transportation Research Record: Journal of the Transportation Research Board 1609, no. 1 (January 1998): 51–60. http://dx.doi.org/10.3141/1609-07.

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Over the past 10 to 15 years, Interstate pavements in northern Florida have experienced a significant number of failures, primarily due to rutting. It was believed that the present fine-graded, 50-blow Marshall-designed mixes were inadequate to withstand current loading conditions. The newly developed Superpave system represented an opportunity to address several of Florida’s asphalt pavement problems. Thus, the Florida Department of Transportation made a concerted effort to implement Superpave technology in 1996. During this period, eight projects were changed from the traditional Marshall mix designs to Superpave. Although the new procedure offers potential for improved pavement performance, there has been very little experience nationally with its field application. Florida’s early experiences with the field implementation of Superpave are documented.
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Aleš, Z. "Field experience with transmission oil EP Gear Synth 150." Research in Agricultural Engineering 55, No. 1 (February 11, 2009): 18–23. http://dx.doi.org/10.17221/7/2008-rae.

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The machinery operated in agriculture and forestry has been required to use less harmful vital fluids since a few years ago. These requirements are highly urged especially for the machines which are operated close to aquatic resources, water flows, fields, and in forests. Biodegradable vital fluids seem as a suitable solution from the environmental viewpoint. On the other hand, from the technical viewpoint their usage seems sort of problematic. The author started to carry out long-term stability tests of biodegradable transmission oil and mineral transmission oil used in tractor end rear boxes in the dependence on the operating time. This article pinpoints partial results of the operational tests and evaluates the impact on the technical condition of the machinery.
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RAINBOW, PHILIP S. "Degrees of field experience." Biological Journal of the Linnean Society 32, no. 1 (September 1987): 77–85. http://dx.doi.org/10.1111/j.1095-8312.1987.tb00413.x.

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Hiesinger, Meg. "A Field School Experience." Anthropology News 42, no. 4 (April 2001): 36. http://dx.doi.org/10.1111/an.2001.42.4.36.

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Manafo, Michael. "Reflections on Field Experience." Phi Delta Kappan 82, no. 4 (December 2000): 307–9. http://dx.doi.org/10.1177/003172170008200414.

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Jackson, D., C. Batty, J. Ryan, and W. McGregor. "Army Field Surgical Experience." Journal of the Royal Army Medical Corps 153, Suppl_3 (September 1, 2007): 44–47. http://dx.doi.org/10.1136/jramc-153-03s-16.

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Woodring, Willard Charles. "A Field Experience Checklist." Journal of Physical Education, Recreation & Dance 56, no. 9 (December 1985): 30. http://dx.doi.org/10.1080/07303084.1985.10603821.

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Perry, Spencer Byron, Meredith Park Rogers, and Kraig Kitts. "A Field Experience without the Field: A Reflective Self-study of Teaching an Elementary Science Field Experience Online During a Pandemic." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 528–48. http://dx.doi.org/10.46328/ijemst.2210.

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Teaching a field experience course during a pandemic resulted in unique challenges because preservice teachers could not visit classrooms like they would in a traditional field experience. This article is a self-study exploration of the tensions experienced by a doctoral student teaching an elementary math and science field experience in a fully online setting during the height of the COVID-19 pandemic. To substitute for a lack of available elementary school children, preservice teacher acted as substitutes for children during lesson rehearsals. Preservice teachers were usually poor substitutes for actual children when evaluating the extent to which the pandemic field experience mimicked traditional field experience. Instructional videos were frequently used in an attempt to provide meaningful opportunities for preservice teachers to engage in classroom practices. The perceived usefulness of instructional videos by preservice videos varied based on the type of video that was used.
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Dissertations / Theses on the topic "Field Experience"

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Burant, Theresa Jean 1958. "Early field experience: Four perspectives." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288890.

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Early field experiences (EFEs) are common in teacher education; yet, there is conflicting evidence regarding their value as educative experiences. As the need for preparing prospective teachers for diversity becomes more urgent, research that attends to the context, content, and experiences of preservice teachers in EFEs in diverse schools is necessary. In this study, qualitative case study methodology was used to understand the experiences of preservice teachers, and the meanings they constructed of these experiences, in a reconceptualized EFE in teacher education. The EFE consisted of a team-taught, integrated combination of a general methods course (with a classroom, school, and community-focused field experience), and a foundations of education course, situated in the context of an urban middle/elementary school with a diverse student population. The sample consisted of four preservice teachers: a Mexican-American woman, an American Indian man, and two White women. Data were collected over a period of five months using participant observation, document analysis, interviews, and focus groups. Constant comparison and analytic induction were used to analyze data. Cases of the experiences of the participants revealed three major themes: (a) participation in varied communities; (b) use of multiple literacies to make sense of experience; and, (c) transformations in practices, understandings, and voice. Implications for teacher education from these cases address curriculum and pedagogy in EFEs, experiences that follow EFEs, admissions criteria, and recruitment of members of under-represented groups into teaching.
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Kim, Irene J. "Early Field Experience in Choral Methods." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293547.

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The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.
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Schneider, Helen. "A Case Study of Information Assurance Field Experience." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/825.

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Information assurance CIA) needs of 21st century businesses require expertise that had not yet been conceived when most employees attended college. Additional people are needed, particularly those with practical knowledge of the employers' business. Many employees do not have the requisite education or training in this field and small businesses lack the resources to deal adequately with their needs. In non-metropolitan areas, there is a lack of paid services available. Even in metropolitan areas, non-profit organizations struggle with the cost of information security services. The solution proposed was to have students currently enrolled in cyber security and computer forensics programs perform service in the workplace as part of their supervised field experience. Some schools that are educating people to become entry level IA specialists include student projects offering practical experience that benefit the students and provide the needed services to the small businesses and non-profit organizations. The dissertation involved a case study of a program in which the students were required to complete a project involving practical experience with a small business or non-profit organization. The projects included vulnerability assessment, security principles training, and information policy review. An additional mini-case study at another institution involving a service learning experience examined alternative approaches to field experience. The goal of the dissertation was to combine practical experience for students with unrest security needs of local small businesses and non-profit organizations by performing meaningful and necessary cyber security services for them. Students gained knowledge and experience not available to them in a classroom setting while the businesses benefited from having the needed services performed. A careful analysis of the data collected in the two cases made it possible to specify the critical success factors for incorporating field experience into the IA curriculum: Commitment of support from the professor and the administration, a structured framework, managed expectations, and an IA Center or its equivalent. The absence of any of these factors would limit the effectiveness of a field experience program.
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Kuhel, Karen A. "Preservice teacher perceptions of a multicultural field experience activity." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013039.

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Jennings, Mylo Gene. "The Winslow project : a community-based field-instruction experience /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894440542.

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Bricher-Wade, Sheila. "Experience this! American Studies field and public sector courses /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594497391&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Krause, Jennifer M., and Kason M. O'Neil. "Implementing Synchronous Video-based Field Experience Supervision: Steps for Success." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4026.

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Roberts, George. "Usefulness of Field Experience Component of a Principal Preparation Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7503.

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A lack of knowledge about the usefulness of a field experience component within the associate principal preparation program for assistant principals drove this study. The purpose of this qualitative study was to describe the beliefs of system leaders and past participants regarding the usefulness of the field experience component and to examine archival end-of-course survey data from past participants. Constructivism and adult learning theory constituted the conceptual framework. Twelve leaders who were participants or administrators of the program within a large mid-Atlantic school district in the United States were participants. Qualitative data sources included interviews and archival data from the associate principal preparation program. A combination of descriptive and in vivo coding was used to support interpretive analysis. Results indicated the most useful components of the principal preparation program were the experiential nature of the program, opportunity for reflective thinking for participants, benefits of mentoring throughout the field experience, and empowerment felt by participants as they practiced skills learned during the field experience in their first year as principals. Recommendations based on these findings included a lengthened field experience and greater focus on the criteria used to match aspiring principals with mentor principals. Participants also noted fiscal and human capital resources were needed. A related recommendation could be to extend the field experience over 2 years to provide opportunities for associate principals to participate in experiences in the beginning and end of the school year in addition to the middle of the school year experiences provided. This research could provide support for districts interested in assessing the usefulness of their principal preparation programs.
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Hearder, Lee-Ann. "Secondary teachers' conceptions of the out-of-class experience." Thesis, Queensland University of Technology, 1994.

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Teachers have used the out-of-class experience for many years and in many different ways and this may pose a question. How do teachers, who utilise the out-of-class experience as a teaching strategy view the experience? DO they have broad or narrow conceptions and do teachers of various curriculum areas and teaching philosophies conceive of the out-of-class experience in differing ways? Whilst research studies have demonstrated the various impacts and value of out-of-class expe1iences little research has been conducted to investigate teachers' conceptions of the nature and purpose of such activities. The purpose of this study was to identify the varying conceptions of the nature of out-of-class experiences possessed by teachers who regularly undertake such strategies within their teaching of geography and science at both junior and senior secondary levels. The research question can be expressed as 'What conceptions of the out-of-class experience do secondary teachers hold?' An understanding of teacher's conceptions of the out-of-class experience holds implications for teachers, teacher educators and educational researchers alike. Conducting out-of-class experiences requires different skills to classroom based teaching and therefore needs different emphasis in pre and in-service teacher education. In conducting effective pre and in-service teacher education, student teachers hold certain conceptions which the teacher educator attempts to change, modify or replace. It is therefore advantageous to have some form of description of conceptions available to the instructor. Teachers conducting out-of-class experiences need to understand the experience in order to conduct those that are both worthwhile and valuable. Therefore any study that adds to the body of knowledge that exists concerning the out-of-class experience will be valuable. Any further research would benefit from the researchers understanding the underlying assumptions and biases of practising teachers. In this area this research is of value. A qualitative design was used and a phenomenographic approach adopted. Phenomenography is a research method used to map the 'qualitatively different ways in which people experience or think about various phenomenon' (Marton, 1986: 3 1 ). The subjects were interviewed individually and the transcripts analysed. The result of this research is the compilation of categories of descriptions (including a label, description and illustrative quotes from individual interview transcripts) and an outcome space (graphic illustration of the relationships or structural linkages between the various categories of description). It was found that secondary teachers appear to view the out-of-class experience in six qualitatively different ways. The six ways in which teachers view the out-of-class experiences are: • as an educational activity beyond the regular classroom, • as an adjunct to learning, • as an essential educational component, • as a discipline risk, • as an administrative exercise and • as a type of teaching/learning experience. The conceptions tend to fall into one of two distinct approaches to the out-ofclass expe1ience. These are student centred and teacher centred. When reviewing the literature concerning the area of out-of-class experiences in light of the conceptions found in this study, it is possible to associate the conceptions found in this study, it is possible to associate the conceptions held by the researchers and authors with one or more of the six conceptions outlined. It was found that the literature covered a naITow field of views. Although much has been written there are still large gaps in our knowledge and, understanding and fmiher diverse research is needed to fill these voids.
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von, Matérn Gunnur. "Differences in Children’s Experiences when Playing with a Social Robo : a Field Experiment." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26164.

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This study explored human-robot interaction where children got to play with the interactive social robot Romo. The focus of the study was to explore if children experienced the interactions with the robot differently depending on two parameters. The parameters used were thought to measure differences in experiences, attitudes and expectations towards the robot depending on whether the children were co-creators of the robot or merely had playful interaction with the robot. The results indicated that the children in both activity parameter groups had similar pleasurable experiences apart from four additional categories that were detected in the co-creation group. Something that indicates that the group of children that were given the opportunity to manipulate and form Romo’s behavior had a richer user experience compared to the group of children that only played with Romo. It was also noticeable that none of the children that manipulated and formed Romo’s behavior experienced it as direct learning. They saw the learning process more as being a playful experience and many of them expressed that they had taught Romo to do various things. The ability to edit Romo’s robotic motions and behavior, through an easy contextual-sign interface, inevitably allowed the children to understand physical and computational models through play.
Denna studie undersökte människa-robot interaktion där barnen fick leka med interaktiva sociala roboten Romo. Målet med studien var att undersöka om barnen upplevde interaktioner med roboten på olika sätt beroende på två parametrar. De parametrar som användes var avsedda att mäta skillnader i upplevelser, attityder och förväntningar till roboten beroende på om barnen var medskapare av roboten eller enbart hade en lekfull interaktion med det. Resultatet visade att barnen i båda aktivitets parameter grupperna hade liknande upplevelser av interaktionen med roboten förutom att gruppen som var medskapare av roboten hade ytterligare fyra njutbar upplevelser. Något som tyder på att den grupp barn som fick möjlighet att manipulera och forma Romos beteende hade en rikare användarupplevelse jämfört med den grupp av barn som bara lekte med Romo. Det var också anmärkningsvärt att ingen av barnen som manipulerade och formade Romos beteende upplevde det som direkt inlärning. De såg inlärningsprocessen mer som en lekfull upplevelse och många av dem uttryckte att de hade lärt Romo att göra olika saker. Möjligheten att redigera Romos rörelser och beteenden, genom en enkel kontextuellt gränssnitt, oundvikligen tillät barnen att förstå fysisk- och beräkningsbaserad modellering genom lek.
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Books on the topic "Field Experience"

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E, Flathman Paul, Jerger Douglas E, and Exner Jurgen H, eds. Bioremediation--field experience. Boca Raton: Lewis Publishers, 1994.

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1952-, Shardlow Steven, and Johnson, Paul (Paul Gordon), 1959-, eds. Contemporary field social work: Integrating field and classroom experience. Thousand Oaks: SAGE Publications, 2011.

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Posner, George J. Field experience: Methods of reflective teaching. 2nd ed. New York: Longman, 1989.

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Posner, George J. Field experience: A guide to reflective teaching. 3rd ed. New York: Longman, 1993.

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(Indonesia), Proyek PPK. Enhancing women's participation: Learning from field experience. [Jakarta]: Program Pengembangan Kecamatan, 2003.

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Reindorp, Nicola. Humanitarian coordination: Lessons from recent field experience. London: Overseas Development Institute, 2001.

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Posner, George J. Field experience: A guide to reflective teaching. 4th ed. White Plains, N.Y: Longman Publishers USA, 1996.

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Ressl, R. A. Field experience with four portable VOC monitors. Research Triangle Park, NC: U.S. Environmental Protection Agency, Environmental Monitoring Systems Laboratory, 1985.

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J, Peterman Phylis, ed. Social work field instruction: The undergraduate experience. Lanham, MD: University Press of America, 1985.

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T, Vivian Craig, ed. Field experience: A guide to reflective teaching. 7th ed. Upper Saddle River, N.J: Merrill Pearson, 2010.

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Book chapters on the topic "Field Experience"

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Leggett, Debra G., Josh H. Strickland, and Elizabeth Krzewski. "Field Experience." In Online Counselor Education: A Guide For Students, 243–68. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801208.n15.

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DeGrange, Walter, and Lucia Darrow. "Experience." In Field Guide to Compelling Analytics, 71–82. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003204190-5.

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Dörfler, Peter, Mirjam Sick, and André Coutu. "Selected Field Experience." In Flow-Induced Pulsation and Vibration in Hydroelectric Machinery, 199–224. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4252-2_8.

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Neubrand, W., J. Heiser, A. Schindler, M. Treberspurg, W. Hofbauer, and H. Czaya. "Greywater Recycling: Field Experience." In Water Resources Quality, 359–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56013-2_21.

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Barlow, Roy, Bernard McNelis, and Anthony Derrick. "4. General Field Experience." In Solar Pumping, 50–61. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1993. http://dx.doi.org/10.3362/9781780445984.004.

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Davis, Tonya N., and Jessica S. Akers. "Tracking Field Experience Progress." In A Behavior Analyst’s Guide to Supervising Fieldwork, 5–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09932-8_2.

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Flores-Meiser, Enya P. "Field Experience in Three Societies." In Fieldwork, 49–61. Boca Raton: Routledge, 2021. http://dx.doi.org/10.4324/9781003209539-4.

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Mitchell, Maurice, and Andy Bevan. "4. Experience in the Field." In Culture, Cash and Housing, 77–115. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1992. http://dx.doi.org/10.3362/9781780444741.004.

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Shaw, Colin, Qaalfa Dibeehi, and Steven Walden. "Experience psychology: the new field and the end of the marketing Four Ps." In Customer Experience, 9–30. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230291775_2.

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Floersheim, P., J. Nozulak, and H. P. Weber. "Experience with comparative molecular field analysis." In Trends in QSAR and Molecular Modelling 92, 227–32. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1472-1_35.

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Conference papers on the topic "Field Experience"

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Tveit, Egil, Håkon Sivertsen, and Sigurd Hernæs. "Experience From Field Life Extension." In Offshore Technology Conference. Offshore Technology Conference, 2014. http://dx.doi.org/10.4043/25082-ms.

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Christensen, J. R., E. H. Stenby, and A. Skauge. "Review of WAG Field Experience." In International Petroleum Conference and Exhibition of Mexico. Society of Petroleum Engineers, 1998. http://dx.doi.org/10.2118/39883-ms.

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Galloway, G. T. "The Emerald Field Operating Experience." In Offshore Europe. Society of Petroleum Engineers, 1995. http://dx.doi.org/10.2118/30397-ms.

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Good, M., R. Campbell, G. Lynch, and P. Wright. "Experience with contextual field research." In the SIGCHI conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/67449.67454.

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Spencer, Mark, Andrew Kearney, and John Bowman. "Experience from reliability field trails." In 8TH INTERNATIONAL CONFERENCE ON CONCENTRATING PHOTOVOLTAIC SYSTEMS: CPV-8. AIP, 2012. http://dx.doi.org/10.1063/1.4753884.

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Gibson, Michael. "HPHT Field Development Experience Transfer." In IADC/SPE Asia Pacific Drilling Technology Conference. Society of Petroleum Engineers, 2016. http://dx.doi.org/10.2118/180660-ms.

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Rousseau, Alain, Fernanda Cruz, Sebastien Sarramegna, Semi Taofifenua, and Wacapo Taine. "Lightning risk evaluation — Field experience." In 2016 33rd International Conference on Lightning Protection (ICLP). IEEE, 2016. http://dx.doi.org/10.1109/iclp.2016.7791420.

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Allen, R. F., and M. Walters. "Erskine Field: Early Operating Experience." In SPE Offshore Europe Oil and Gas Conference and Exhibition. Society of Petroleum Engineers, 1999. http://dx.doi.org/10.2118/56899-ms.

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Baker, Noelle, Scott Henry, and Tony Laituri. "A Side Impact Taxonomy for USA Field Data." In WCX World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2018. http://dx.doi.org/10.4271/2018-01-1331.

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Udofia, Emmanuel E., Olatunbosun Oni, Ogbole Oghedegbe, and Abdul Samad Chaker. "Smart Fields Management: in Deepwater Field: Experience & Perspectives." In Offshore Technology Conference. Offshore Technology Conference, 2013. http://dx.doi.org/10.4043/24078-ms.

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Reports on the topic "Field Experience"

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Adler, M. V., and K. S. Gant. The 1987 Federal field exercise: The DOE experience. Office of Scientific and Technical Information (OSTI), June 1989. http://dx.doi.org/10.2172/5618691.

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Busche, Sarah, Collin Donnelly, David Atkins, Reshawn Fields, and Cameron Black. Renewable Energy Permitting Barriers in Hawaii: Experience from the Field. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1071957.

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Menlove, Howard Olsen. AEFC for the Verification of Research Reactor Spent Fuel – Field Experience to Date. Office of Scientific and Technical Information (OSTI), February 2017. http://dx.doi.org/10.2172/1344342.

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Iyer, Jaisree, Greg Lackey, Laura Edvardsen, Andrew Bean, Susan Carroll, Nicolas Huerta, Megan Smith, Malin Torsæter, Robert Dilmore, and Pierre Cerasi. A Review of International Field Experience with Well Integrity at Carbon Utilization and Storage Sites. Office of Scientific and Technical Information (OSTI), November 2020. http://dx.doi.org/10.2172/1767038.

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Granshaw, Frank. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.280.

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Bobrek, Miljko, Don Bouldin, David Eugene Holcomb, Stephen M. Killough, Stephen Fulton Smith, and Christina D. Ward. Survey of Field Programmable Gate Array Design Guides and Experience Relevant to Nuclear Power Plant Applications. Office of Scientific and Technical Information (OSTI), September 2007. http://dx.doi.org/10.2172/991174.

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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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Bancroft, Sharon. A Study of Personal Attributes Associated with Marginality and Failure of Preservice Teachers in the Terminal Field Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1159.

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10

Cobb, Kelly, Martha Carper, and Nioka Wyatt. The Denim Supply Chain as Global Multi-Disciplinary Classroom: A Learning Experience from Field to Factory to Showroom Floor. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-627.

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