Log in

Relevant bibliographies by topics / Field Experience / Journal articles

To see the other types of publications on this topic, follow the link: Field Experience.

Journal articles on the topic 'Field Experience'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Field Experience.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Christensen, J. R., E. H. Stenby, and A. Skauge. "Review of WAG Field Experience." SPE Reservoir Evaluation & Engineering 4, no. 02 (April 1, 2001): 97–106. http://dx.doi.org/10.2118/71203-pa.

Full text

Abstract:

Summary In recent years there has been an increasing interest in water-alternating-gas (WAG) processes, both miscible and immiscible. WAG injection is an oil recovery method initially aimed to improve sweep efficiency during gas injection. In some recent applications produced hydrocarbon gas has been reinjected in water-injection wells with the aim of improving oil recovery and pressure maintenance. Oil recovery by WAG injection has been attributed to contact of unswept zones, especially recovery of attic or cellar oil by exploiting the segregation of gas to the top or the accumulating of water toward the bottom. Because the residual oil after gasflooding is normally lower than the residual oil after waterflooding, and three-phase zones may obtain lower remaining oil saturation, WAG injection has the potential for increased microscopic displacement efficiency. Thus, WAG injection can lead to improved oil recovery by combining better mobility control and contacting unswept zones, and by leading to improved microscopic displacement. This study is a review of the WAG field experience as it is found in the literature today,1–108 from the first reported WAG injection in 1957 in Canada to the new experience from the North Sea. About 60 fields have been reviewed. Both onshore and offshore projects have been included, as well as WAG injections with hydrocarbon or nonhydrocarbon gases. Well spacing is very different from onshore projects, where fine patterns often are applied, to offshore projects, where well spacing is in the order of 1000 m. For the fields reviewed, a common trend for the successful injections is an increased oil recovery in the range of 5 to 10% of the oil initially in place (OIIP). Very few field trials have been reported as unsuccessful, but operational problems are often noted. Though the injectivity and production problems are generally not detrimental for the WAG process, special attention has been given to breakthrough of injected phases (water or gas). Improved oil recovery by WAG injection is discussed as influenced by rock type, injection strategy, miscible/immiscible gas, and well spacing. Introduction The WAG injection was originally proposed as a method to improve sweep of gas injection, mainly by using the water to control the mobility of the displacement and to stabilize the front. Because the microscopic displacement of the oil by gas is normally better than by water, the WAG injection combines the improved displacement efficiency of the gas flooding with an improved macroscopic sweep by water injection. This has resulted in improved recovery (compared to a pure water injection) for almost all of the field cases reviewed in this work. Although mobility control is an important issue, other advantages of the WAG injection should be noticed as well. Compositional exchanges may give some additional recovery and may influence the fluid densities and viscosities. Reinjection of gas is favorable owing to environmental concerns, enforced restrictions on flaring, and - in some areas - CO2 taxes. The WAG injection results in a complex saturation pattern because two saturations (gas and water) will increase and decrease alternately. This gives special demands for the relative permeability description for the three phases (oil, gas, and water). There are several correlations for calculating three-phase relative permeability in the literature,95 but only recently has an approach been designed for WAG injection using cycle-dependent relative permeability.95 WAG injection has been applied with success in most field trials. The majority of the fields are located in Canada and the U.S., but there are also some fields in the former USSR. WAG injection has been applied since the early 1960's. Both miscible and immiscible injections have been applied, and many different types of gas have been used. This work gives a review of the WAG injection as it is found in the open literature today. Unfortunately, not all field trials are adequately described, and this overview is limited to the publicly accessible data. We have chosen to use an inclusive definition of WAG injection that covers all cases where both gas and water are injected in the same well. A process where one gas slug is followed by a water slug is, by definition, considered a WAG process. In the literature, WAG injection processes are also referred to as combined water/gas injection (CGW).100 Classification of the WAG Process. WAG processes can be grouped in many ways. The most common is to distinguish between miscible and immiscible displacements as a first classification. Miscible WAG Injection. It is difficult to distinguish between miscible and immiscible WAG injections. In many cases a multicontact gas/oil miscibility may have been obtained, but much uncertainty remains about the actual displacement process. In this paper, we have used only the information from the literature and find that most cases have been defined as miscible. It has not been possible to isolate the degree of compositional effect on oil recovery by WAG injection. Miscible projects are mostly found onshore, and the early cases used expensive solvents like propane, which seem to be a less economically favorable process at present. Most of the miscible projects reviewed are repressurized in order to bring the reservoir pressure above the minimum miscibility pressure (MMP) of the fluids. Because of failure to maintain sufficient pressure, meaning loss of miscibility, real field cases may oscillate between miscible and immiscible gas during the life of the oil production. Most miscible WAG injections have been performed on a close well spacing, but recently miscible processes have also been attempted even at offshore-type well spacing.86–90 Immiscible WAG Injection. This type of WAG process has been applied with the aim of improving frontal stability or contacting unswept zones. Applications have been in reservoirs where gravity-stable gas injection cannot be applied because of limited gas resources or reservoir properties like low dip or strong heterogeneity. In addition to sweep, the microscopic displacement efficiency may be improved. Residual oil saturations are generally lower for WAG injection than for a waterflood and sometimes even lower than a gasflood, owing to the effect of three-phase and cycle-dependent relative permeability.96,97 Sometimes the first gas slug dissolves to some degree into the oil. This can cause mass exchange (swelling and stripping) and a favorable change in the fluid viscosity/density relations at the displacement front. The displacement can then become near-miscible. Hybrid WAG Injection. When a large slug of gas is injected, followed by a number of small slugs of water and gas, the process is referred to as hybrid WAG injection.38–42 Others. A process where water and gas are injected simultaneously (SWAG injection) has been tested in a few reservoirs.37,106–108 Although this process is not the main scope of the paper, a few comments are given at the end. A final version of the cyclic injection is in the literature presented as Water Alternating Steam Process (WASP).102 Reviews of field cases will not be included in this paper.

APA, Harvard, Vancouver, ISO, and other styles

12

Panikarovskii, Evgeny V., Valentin V. Panikarovskii, and Alexandra E. Anashkina. "Vankor oil field development experience." Oil and Gas Studies, no. 1 (April 4, 2019): 47–51. http://dx.doi.org/10.31660/0445-0108-2019-1-47-51.

Full text

Abstract:

The Vankor oil field is in the third stage of the development. Well stock mostly includes horizontal and directional wells. Analysis of the field development showed that actual development rate is much higher than planned. Energy potential of the field is drained out due to formation pressure decline and water flooding. New technologies for restoring well productivity, such as acid treatment and hydraulic fracturing should be introduced to maintain planned development rate. Drilling multilateral wells should be used as main enhanced oil recovery technique.

APA, Harvard, Vancouver, ISO, and other styles

13

Auriacombe, Marc, Mélina Fatséas, Jacques Dubernet, Jean-Pierre Daulouède, and Jean Tignol. "French Field Experience with Buprenorphine." American Journal on Addictions 13, s1 (January 2004): S17—S28. http://dx.doi.org/10.1080/10550490490440780.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Graham, Michael. "Restructuring the Administrative Field Experience." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 1 (October 1996): 16–17. http://dx.doi.org/10.1080/00098655.1996.10114349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Good, M., R. Campbell, G. Lynch, and P. Wright. "Experience with contextual field research." ACM SIGCHI Bulletin 20, SI (March 1989): 21–24. http://dx.doi.org/10.1145/67450.67454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Witucke, Virginia. "Field experience, practicums, and internships." New Directions for Higher Education 1986, no. 56 (1986): 57–67. http://dx.doi.org/10.1002/he.36919865608.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Kujawara-Holbrook, Sheryl A. "Toward the Field of Interrituality." Interreligious Studies and Intercultural Theology 2, no. 1 (March 26, 2018): 71–82. http://dx.doi.org/10.1558/33586.

Full text

Abstract:

Ritual is an essential part of human social experience, and yet there has been comparatively little discussion about the role of interrituality within religious experiences. This article traces some of the major themes in this dialogue as taken from the conversation begun in Volume 2 of Interreligious Studies and Intercultural Theology, guest edited by Professor Marianne Moyaert. Further, this article makes a case for the inclusion of the study of interrituality as an integral part of interreligious experience.

APA, Harvard, Vancouver, ISO, and other styles

18

Robinson, Daniel B., and Rebecca Bell. "A Belizean Education: Learning From an International Field Experience." LEARNing Landscapes 8, no. 1 (August 1, 2014): 213–31. http://dx.doi.org/10.36510/learnland.v8i1.682.

Full text

Abstract:

Although field experiences may be staple features of teacher education programs, international field experiences are still growing in popularity. This is particularly true at our university, where international field experiences are still very much in their infancy. As such, this article describes a recently completed international field experience. More specifically, a selection of a pre-service teacher’s reflections—focused upon preconceptions, observations, professional change/growth, and personal change/ growth—are shared and explored. Given that international field experiences are still relatively new within many teacher education programs, and are irregularly offered or altogether absent within others, we hope that our account of learning through such an experience will prove informative and educative to others.

APA, Harvard, Vancouver, ISO, and other styles

19

Khoshnevisan, Babak, and Mojgan Rashtchi. "The First Field Experience: Perceptions of ESOL Pre-Service Teachers." Advances in Language and Literary Studies 12, no. 5 (October 31, 2021): 15. http://dx.doi.org/10.7575/aiac.alls.v.12n.5.p.15.

Full text

Abstract:

Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings of the present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings of this study proved Khoshnevisan’s (2017) developmental stages of teachers.

APA, Harvard, Vancouver, ISO, and other styles

20

Huck, Garrett, Gina Oswald, and John Blake. "Undergraduate Rehabilitation Students' Perspectives and Advice on Strategies for Successful Field Experiences." Rehabilitation Research, Policy, and Education 33, no. 3 (September 1, 2019): 184–97. http://dx.doi.org/10.1891/2168-6653.33.3.184.

Full text

Abstract:

BackgroundLittle research has evaluated what types of factors contribute to successful field experiences among undergraduate rehabilitation students.ObjectiveThis study evaluated undergraduate rehabilitation student perspectives on (a) factors that contributed to student success during field experience placements, (b) the relevancy of rehabilitation coursework to the field experience, (c) how field experiences influence student career preferences and goals.MethodsField experience essays from 98 students were analyzed using a qualitative content analysis approach.FindingsStudents identified a variety of factors that had a positive impact on their field experiences and offered several recommendations for how future students might have successful field experiences. Students provided a description of the frequency at which their field experiences influenced their long-term career goals as well.ConclusionsThe findings of the current study provide rehabilitation education stakeholders with an understanding of the nature and value of the undergraduate rehabilitation field experience. It is clear that student volition is a key predictor of internship satisfaction and success. Furthermore, it was apparent that a variety of different factors may influence one's experience. Future research should explore how such experiences may be enhanced in order to identify best practices for training.

APA, Harvard, Vancouver, ISO, and other styles

21

Fine, Gary Alan, Carolyn D. Smith, and William Kornblum. "In the Field: Readings on the Field Research Experience." Social Forces 69, no. 1 (September 1990): 336. http://dx.doi.org/10.2307/2579659.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Evans, Hyacinth. "Learning from experience: the case of field experiences in teacher education." Journal of Further and Higher Education 11, no. 2 (June 1987): 58–70. http://dx.doi.org/10.1080/0309877870110205.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Stern, Marc J., and Robert B. Powell. "Field Trips and the Experiential Learning Cycle." Journal of Interpretation Research 25, no. 1 (April 2020): 46–50. http://dx.doi.org/10.1177/1092587220963530.

Full text

Abstract:

Drawing on results from a recent national study, we draw attention to the importance of the experiential learning cycle for enhancing meaningful outcomes of interpretive and educational experiences. The experiential learning cycle involves participating in a concrete experience, reflecting on that experience, drawing out lessons learned and principles from that reflection, and putting that knowledge to work in a new situation. Recent studies reveal that attention to completing all four stages of the experiential learning cycle can enhance positive outcomes for participants in educational and interpretive experiences. We discuss what this might look like in practice for interpreter and educators interacting with visiting groups.

APA, Harvard, Vancouver, ISO, and other styles

24

REDUCHA, MARTA, JĘDRZEJ OCHREMIAK, and MICHAŁ ŚCIBOR-RYLSKI. "Modern research methods in the field of customer experience." Marketing i Rynek 2019, no. 10 (October 20, 2019): 14–21. http://dx.doi.org/10.33226/1231-7853.2019.10.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Schaffer, Connie, and Kelly Welsh. "How to Thrive During Your Field Experiences." Educational Horizons 93, no. 1 (October 2014): 6–7. http://dx.doi.org/10.1177/0013175x14551696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Bakhodirkhodjaevna, Yusupkhodjaeva Gulchehra. "EXPERIENCE OF FOREIGN COUNTRIES IN THE FIELD OF IMPLEMENTATION INTELLECTUAL TRANSPORT SYSTEMS." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 3236–43. http://dx.doi.org/10.37200/ijpr/v24i4/pr201434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Potdar, Vinod V., Bhave K, Gaundare YS, Khadse JR, and Pande AB. "BAIF Experience in Field Data Collection." Performances of Cold-Set Binders, Food Hydrocolloids, and Commercial Meat Binder on the Physical and Chemical Characteristics of Tilapia Fish Balls 1, no. 1 (2017): 1–4. http://dx.doi.org/10.36876/ijas.1004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

El-Sherif, Nehad. "The Importance of Field Experience [Pathways]." IEEE Industry Applications Magazine 27, no. 2 (March 2021): 103–6. http://dx.doi.org/10.1109/mias.2020.3039770.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Brundin, Robert E. "Field Experience and the Library Educator." Journal of Education for Library and Information Science 31, no. 4 (1991): 365. http://dx.doi.org/10.2307/40323371.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Giuffrida, C., and K. Kaufmann. "The Early Intervention Interdisciplinary Field Experience." American Journal of Occupational Therapy 53, no. 5 (September 1, 1999): 529–32. http://dx.doi.org/10.5014/ajot.53.5.529.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Abesamis, R. S., P. Black, and J. Kessel. "Field experience with high-frequency ballasts." IEEE Transactions on Industry Applications 26, no. 5 (1990): 810–11. http://dx.doi.org/10.1109/28.60045.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Anderson, Nancy A., and Leon C. Graebell. "Usefulness of an early field experience." Teacher Educator 26, no. 2 (September 1990): 13–20. http://dx.doi.org/10.1080/08878739009554976.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Mager, Gerald M. "Field Experience in Becoming a Teacher." Teaching Education 1, no. 2 (June 1987): 27–30. http://dx.doi.org/10.1080/1047621870010208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Liebert, Doris K. "Enhancing Field Experience through Multicultural Placements." Teaching Education 2, no. 2 (December 1988): 68–72. http://dx.doi.org/10.1080/1047621880020215.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Fox, M. "Experience with mode-field radius measurements." IEE Proceedings J Optoelectronics 135, no. 3 (1988): 211. http://dx.doi.org/10.1049/ip-j.1988.0041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Osman, Farouk Ben, and Nadia Haddad. "Experience in Field Rabies Control Programs." Clinical Infectious Diseases 10, Supplement_4 (November 1, 1988): S703—S706. http://dx.doi.org/10.1093/clinids/10.supplement_4.s703.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Sharlin, Shlomo A., and Harris Chaiklin. "The Social Work Education Field Experience." Clinical Supervisor 17, no. 1 (June 25, 1998): 1–16. http://dx.doi.org/10.1300/j001v17n01_01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

McCarthy, Michael. "Field experience guides PAHO's vaccine director." Lancet 357, no. 9271 (June 2001): 1858. http://dx.doi.org/10.1016/s0140-6736(00)05019-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Keenan, Kevin L. "Advertising Field Experience and Experiential Learning." Journalism Educator 47, no. 1 (March 1992): 48–55. http://dx.doi.org/10.1177/107769589204700105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Partridge, Robert A., Alam Virk, Assaad Sayah, and Robert Antosia. "Field Experience With Prehospital Advance Directives." Annals of Emergency Medicine 32, no. 5 (November 1998): 589–93. http://dx.doi.org/10.1016/s0196-0644(98)70038-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

McGuire, Patrick Charles, Jens Ormö, Enrique Díaz Martínez, José Antonio Rodríguez Manfredi, Javier Gómez Elvira, Helge Ritter, Markus Oesker, and Jörg Ontrup. "The Cyborg Astrobiologist: first field experience." International Journal of Astrobiology 3, no. 3 (July 2004): 189–207. http://dx.doi.org/10.1017/s147355040500220x.

Full text

Abstract:

We present results from the first geological field tests of the ‘Cyborg Astrobiologist’, which is a wearable computer and video camcorder system that we are using to test and train a computer-vision system towards having some of the autonomous decision-making capabilities of a field-geologist and field-astrobiologist. The Cyborg Astrobiologist platform has thus far been used for testing and development of the following algorithms and systems: robotic acquisition of quasi-mosaics of images; real-time image segmentation; and real-time determination of interesting points in the image mosaics. The hardware and software systems function reliably, and the computer-vision algorithms are adequate for the first field tests. In addition to the proof-of-concept aspect of these field tests, the main result of these field tests is the enumeration of those issues that we can improve in the future, including: detection and accounting for shadows caused by three-dimensional jagged edges in the outcrop; reincorporation of more sophisticated texture-analysis algorithms into the system; creation of hardware and software capabilities to control the camera's zoom lens in an intelligent manner; and, finally, development of algorithms for interpretation of complex geological scenery. Nonetheless, despite these technical inadequacies, this Cyborg Astrobiologist system, consisting of a camera-equipped wearable-computer and its computer-vision algorithms, has demonstrated its ability in finding genuinely interesting points in real-time in the geological scenery, and then gathering more information about these interest points in an automated manner.

APA, Harvard, Vancouver, ISO, and other styles

42

Wallace, Tim. "MENTORSHIP AND THE FIELD SCHOOL EXPERIENCE." NAPA Bulletin 22, no. 1 (January 8, 2008): 142–46. http://dx.doi.org/10.1525/napa.2004.22.1.142.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Noya, Tadashi, and Shinobu Yamanaka. "Experience of open-field type autorefractor." JAPANESE ORTHOPTIC JOURNAL 33 (2004): 87–90. http://dx.doi.org/10.4263/jorthoptic.33.87.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Aycock, Charles, and Robert Lagrange. "AUTOMATIC CONTROL OF DISINFECTION: FIELD EXPERIENCE." Proceedings of the Water Environment Federation 2007, no. 1 (January 1, 2007): 478–87. http://dx.doi.org/10.2175/193864707787932478.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Silvera, Geoffrey A., Courtney N. Haun, and Jason A. Wolf. "Patient Experience: The field and future." Patient Experience Journal 4, no. 1 (April 24, 2017): 7–22. http://dx.doi.org/10.35680/2372-0247.1220.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Amadiume. "Gender Field Experience, Method and Theory." Journal of West African History 3, no. 2 (2017): 131. http://dx.doi.org/10.14321/jwestafrihist.3.2.0131.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Henry, Lisa, and Ann Jordan. "Field Projects and the Dilemma of Distance." Practicing Anthropology 29, no. 1 (January 1, 2007): 16–19. http://dx.doi.org/10.17730/praa.29.1.q2581tk4638mw611.

Full text

Abstract:

The challenges of online teaching are many and difficult. An important challenge for an applied anthropology graduate program is how to provide the students with a valid, team, field experience. In this article the authors discuss the many issues they are finding in constructing a virtual ethnographic field experience. Both authors teach a course in the online program which requires such a field experience, and both have taught their courses in the face-to-face environment. Henry teaches the Qualitative Methods course, which obviously benefits from a field project working for a specific client. Jordan teaches an Organizational Anthropology course which includes a field project wherein the students conduct an organizational evaluation for a client. Both authors are committed to the need for a field project in their courses. They feel strongly that professional training for applied anthropologists must include hands on experiences in projects with clients who are outside the academy. Not only are these vital training for the students, but these experiences give them some real field experience to discuss when they are looking for clients for their own practica. Also, both authors prefer that the project be team-based. Most projects these students undertake as applied anthropologists, once outside of the academy, are likely to be team based and thus they need that experience. In their Report on Survey of Alumni of Master's Level Applied Anthropology Training Programs conducted in 2000, Harman, Hess and Schafe (2004) state that they received "dozens of suggestions" from the graduates of applied masters programs who responded to the survey that "specific work management and workplace interaction skills" be added to the applied curricula. They state, "human interaction skills at work are, perhaps, the greatest single concern of applied anthropologists." Thus, even though the students in the online program are not in face-to-face interaction, the authors feel that they need as much experience in human interaction skills as the on-campus students. A team-based client project is optimal. Additionally, much workplace interaction is already virtual and more is likely to be so. Even the on-campus students could benefit from an experience in virtual teams.

APA, Harvard, Vancouver, ISO, and other styles

48

Nielsen, Curtis P. "Teacher Candidate Perceptions of Early Field Experience Instructional Rounds." Theory & Practice in Rural Education 12, no. 1 (June 21, 2022): 117–32. http://dx.doi.org/10.3776/tpre.2022.v12n1p117-132.

Full text

Abstract:

Field experience is at the heart of many teacher education programs in America. The early field experiences teacher candidates receive can set a foundation for future success in their teacher education program and even throughout their teaching career. The students in this study were enrolled in a university in a rural Midwestern state and 90% claimed residency in that state. The Early Field Experience Instructional Rounds were embedded in a 25-hour early field experience to provide a small group of teacher candidates with the opportunity to see multiple elementary teachers teach in their own classrooms in real time. Teacher candidates used a discussion protocol to debrief what they witnessed and reflected on how the experience influenced their learning about teaching. Over a two-year span, the teacher candidates who participated in Early Field Experience Instructional Rounds were surveyed to ascertain their impressions of the instructional rounds experience. The survey also asked teacher candidates about the potential impact of Early Field Experience Instructional Rounds on their future teaching practice. The survey results indicated that the time spent in the instructional rounds process was time well spent.

APA, Harvard, Vancouver, ISO, and other styles

49

Schmidt, Margaret. "Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning." Journal of Research in Music Education 58, no. 2 (June 30, 2010): 131–46. http://dx.doi.org/10.1177/0022429410368723.

Full text

Abstract:

Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.

APA, Harvard, Vancouver, ISO, and other styles

50

Chen, YuChun. "An Alternative Early Field Experience for Physical Education Teacher Preparation." International Journal of Physical Education, Fitness and Sports 11, no. 1 (February 25, 2022): 30–42. http://dx.doi.org/10.34256/ijpefs2214.

Full text

Abstract:

Implementation of early field experiences is a required component in nearly all teacher education programs because of the first-hand training in real-world situations that complement classroom learning. It is through the experiences that pre-service teachers have the platform to develop and demonstrate their competency in content knowledge, pedagogical skills, and professional dispositions. However, the onset of COVID-19 pandemic made it impossible to set up in-person early field experiences. The purpose of this study was to (a) describe an alternative early field experience planned and implemented to accommodate COVID-19 restrictions, (b) document what the participants learned throughout the experience, and (c) provided university faculty with suggestions for virtual early field experiences. Nineteen students enrolled in a 200-level physical education teacher education activity class in the Spring of 2021 submitted 10 weekly reports after watching self-selected videos that were related to soccer and volleyball. The duration of each video submission was analyzed using descriptive statistics. Data analyzed using the standard interpretive methods revealed three main themes. To identify their content knowledge acquisition, the participants described historical facts, abridged rules and regulations, sport-specific skills, strength and conditioning exercises, and tactical moves and team strategies. They also made game-related observations on the players, teams, and officials. Lastly, entertainment value was highlighted as a result of the freedom to choose the videos they were interested in. Suggestions for incorporating this early field experience and future research directions were discussed.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!