Dissertations / Theses on the topic 'Fieldwork'
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Bidgood, Lee. "Collaboration, Fieldwork, and Film." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1039.
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Excerpt: I never imagined that I would help produce a documentary film based on my ethnographic fieldwork. Meeting documentary filmmaker Shara Lange during new faculty orientation at the university where we were both newly hired eventually led to our film Banjo Romantika (2013)—a full-length feature based on my research on bluegrass music in the Czech Republic, in which I play a key role as writer, producer, and on-screen character. Taking part in this film project has led me to consider how film enriches relationships with field colleagues, providing new opportunities for teaching and learning. I find that collaborations like ours can reframe and extend ethnomusicological work in productive ways.
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Myers, Edwin J. "Fieldwork quality of life: addressing the Occupational Therapy Level II fieldwork student/supervisor relationship." Thesis, Boston University, 2014. https://hdl.handle.net/2144/11156.
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Thesis (O.T.D.)--Boston UniversityOccupational therapy Level II fieldwork (FW) students face contemporary stressors that may interfere with the learning process. Academic programs have a greater number of non-traditional students who must find a balance between academic, family and financial obligations. FW environments have become more stressful as increased productivity levels, shorter treatment durations, and budget cuts control clinic operations. These stressors may result in the FW student expressing higher degrees of anxiety and decreased confidence in performing entry-level skills at graduation. While physician and nursing professions have addressed best practices to manage clinical student stressors and training strategies for supervisors, a review of the occupational therapy (OT) literature reveals no study focusing on FW student well-being. This is surprising given the value that OT places on quality of life and establishing therapeutic relationships with our clients. This doctoral project describes a program directed to OT practitioners who have little or no experience in supervising OT Level II FW students. The program, given as a continuing education course, will provide the participants with training and tools to establish therapeutic relationships with their FW students. The program will use elements of the Intentional Relationship Model (Taylor, 2008) to educate the OT supervisor to use the therapeutic use of self (TUOS) to improve the quality of the student/supervisor relationship. The participants will also be introduced to the Fieldwork Quality of Life (FWQoL), a theoretical framework developed for this doctoral project, which will provide guidelines to assist the OT supervisor in determining if the FW student is having a positive FW experience. The program will use a small group format incorporating lecture, group discussions, video simulations, and provision of standardized questionnaires to assist the FW supervisor in monitoring the student's confidence and anxiety levels. A follow-up program, composed of volunteers from the program, will track their supervision of a FW student to determine program effectiveness.
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Nundy, Stuart James. "The fieldwork effect : an exploration of the role and impact of fieldwork at key stage two." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242765.
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Owen-Jones, Glenys. "Experiences of A Level Geography Fieldwork." Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498461.
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Getchell, Kristoffer M. "Enabling exploratory learning through virtual fieldwork." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/923.
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This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.
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Robotham, Anne. "The grading of health visitor fieldwork practice." Thesis, University of Wolverhampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366149.
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Lawrence, Andy Richard James. "Confusion and catharsis in filmmaking for fieldwork." Thesis, University of Manchester, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664565.
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This thesis provides a commentary on three films that I have made on the subjects of childbirth and death; Born (Lawrence 2008); The Lover and the Beloved: A Journey into Tantra (Lawrence 2012); The One and the Many (Lawrence 2013). I discuss these films as practice-based research within the discipline areas of anthropology, media and performance in order to suggest an innovative way in which intersubjectivity may be explored and evoked through a method of ethnographic filmmaking. After a brief summary of the content of each film, I present my research methodology and associated techniques of filmmaking for fieldwork. I identify these as being different to those employed by Robert Gardner in his much discussed film about death, Forest of Bliss (1985). I elaborate on the methodological importance of intersubjectivity in filmed fieldwork by using two words, ‘confusion’ and ‘catharsis’, borrowed from reviewers of my film, Born. I argue that these words help to explain how the dual processes of perception and expression operate for all parties involved in the filmic encounter, including here the filmmakers, the subjects and the audiences. Drawing on ideas about how subjective experience is narrated by Turner (1986); intersubjectivity in ethnographic story telling by Jackson (2002; 2012); the conditions under which a film might provoke a cathartic response from a viewer by Scheff (2001); I consider how a filmmaking method can focus on the confusion in human experience, to become a new but related experience for the audience of a film. The objective of this methodology is to understand how subjective confusion becomes narrative coherence through the empirical lenses of childbirth and death. These ideas provide a basis to explain four areas of filmmaking technique that I use to produce anthropological films. The first relates to proximity: here I describe how I become a participant as well as an observer in action as it is unfolding and thus also a part of the story myself. The second looks at ways in which camera and microphone movement produce an “expression of experience by experience” (Sobchack 1995, p. 37). Thirdly, I outline a technique for the close examination of field experiences as they unfold and before they are fully comprehended that can also facilitate the production of high quality recorded material from which to craft a film. Lastly, I look at how reflexivity enhances the role of all the film’s subjects, including myself, to develop a useful context by which viewers of a film can engage with the protagonists of a story. In conclusion, I evaluate the success of these techniques in realising the methodological objectives of the work.
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Dimo, Peter Masibinyane. "Evaluation of fieldwork practice in social work education at the University of Limpopo (Turfloop Campus) aligning theory and practice." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1056.
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Thesis (M.A. (Social Work)) --University of Limpopo, 2013The study aimed at evaluating social work fieldwork practice at the University of Limpopo (Turfloop Campus) in relation to theory. The alignment of social work theory and practice is the goal of Social Work profession. Fieldwork practice in social work education forms the practical component of a social work curriculum. It is an essential bridge from classroom to service delivery settings as it provides an opportunity for social work students to connect theoretical education and fieldwork practice. However there is lack of integration between Social Work theory and Social Work fieldwork practice. There is indeed a continuing tension between theory and practice. With regard to the methodology, a combination of quantitative–qualitative research approach was used. Self-administered questionnaires, interview guide and focus group discussions were used to collect data from 3rd year and 4th year social work students as well as agency-based supervisors. The study revealed that social work fieldwork practice is essential for the integration of theory into practice. Therefore the department of Social Work at the University of Limpopo should organize workshops for agency-based supervisors to update their theoretical knowledge base. Fieldwork assessment tool should be reviewed and Social work students should also be involved in the assessment process and self-assessment should also be introduced.
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Dunham, Joel Robert William. "The online linguistic database : software for linguistic fieldwork." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51636.
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The documentation and analysis of endangered languages is a core component of the linguistic endeavour. Language consultants and linguistic researchers collaborate to generate a variety of data which in turn fuel theoretical discovery and language revitalization. This dissertation describes and evaluates a piece of software designed to facilitate new, and enhance existing, collaboration, documentation, and analysis. But beyond this, it argues for the value of a certain methodological approach to linguistics broadly construed, one in which computation is key and where provisions are made for collaboration, data-sharing and data reuse. The Online Linguistic Database (OLD) is open source software for creating web applications that facilitate collaborative linguistic fieldwork. The OLD allows fieldworkers to continue doing what they are already doing—eliciting, transcribing, recording, and analyzing forms and creating data sets and papers with them—but collaboratively. This point should not be understated: though practises are changing, linguistic fieldwork currently involves a loose network of relatively isolated practitioners and data sets; simply creating the infrastructure for collaboration and data-sharing is half the battle. The other half is creating features and conveniences that make the software worth using. In this domain, the OLD provides automated feedback on lexical consistency of morphological analyses, sophisticated search, the creation and (structural) searching of arbitrarily many corpora and treebanks, and the specification and computational implementation of models of the lexicon, phonology, and morphology, upon which are built practical morphological parsers. The dissertation describes the OLD, motivating its design decisions and arguing that it has the potential to contribute positively to the achievement of the three core goals of linguistic fieldwork, namely documentation, research, and language revitalization. Particular attention is paid to the practical and research-related advantages of the morphophonological modelling capability with examples and evaluations of morphological parsers created for the Blackfoot language.Arts, Faculty of
Linguistics, Department of
Graduate
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McKinley, Maia. "Re-producing knowledge, the social organization of fieldwork." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43188.pdf.
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Wall, Glenda Patricia. "Contextualising geography fieldwork : perspectives within European higher education." Thesis, University of Liverpool, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632556.
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Creating a European Higher Education Area (EHEA) by 2010 was considered as a priority by the European Commission; the aim being to provide students with greater mobility, choice in their studies and enhanced employability by offering a high quality education system, with comparable qualifications across European universities. This area has been formed through the implementation of the Bologna Declaration, and has meant that European higher education has experienced numerous changes in the past ten years. Geography fieldwork offers many of the generic skills linked to enhanced employability, and this outcome is considered to be one of its outstanding characteristics. It is within this context that this study explores the position, and roles, of geography fieldwork in European higher education institutions. This research provides a thorough analysis and overview of the state of European geography fieldwork, from the perspectives of both academics and students, from universities in 27 European countries. It investigates fieldwork teaching, and the knowledge and skills gained through this; exploring its frequency, scope and the importance placed upon it. A number of constraints on fieldwork's continuation at current levels are highlighted. Academics considered time, funding, student numbers and out-dated equipment as threatening fieldwork provision. Conversely, whilst students listed external commitments, such as working in addition to their studies, family, cost and duration of fieldwork, they conclusively perceived it as being central to their degree studies. The Bologna Declaration focused on improving graduate employability through skill acquisition, and geography fieldwork is a pivotal teaching method in this regard. Despite this, the academics surveyed listed only subject specific skills, such as spatial thinking and understanding process and change, as outcomes of fieldwork. However, students cited numerous employability skills attained through this method of learning including team work, leadership, communication and analytical skills. Attitudes towards fieldwork are changing, and the introduction and increase of tuition fees in some European countries, are fundamental to this. Students are increasingly demanding value for money and universities using exotic fieldwork locations as a means of attracting students. Both of these issues are impacting on the provision of fieldwork within degree courses. Furthermore, it has become apparent that the EHEA has not been conclusively achieved to-date, with confusion still remaining about the length and status of university degree courses. Fieldwork provision varies across Europe, and the reasons for this cannot be separated from the effects of the Bologna Process, which weaves throughout this research and contextualises the state of fieldwork in Europe. Recommendations arising from this study include: the formation of an overarching European geography association, specifically concerned with learning and teaching, that will champion fieldwork; and that benchmark statements for fieldwork should be available to all higher education geography departments within the EHEA. In addition, methods of disseminating the EHEA should be improved, so that decisions and recommendations reach the wider academic community.
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Elrod, Melody Jeane. "Exploring Mathematics Teacher Education Fieldwork Experiences Through Storytelling." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257126.
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Throughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork experiences throughout many teacher education programs (Guyton & McIntyre, 1990), the final fieldwork experience remains the closing activity and the lasting image of teacher preparation (Feiman-Nemser & Buchmann, 1986; Rosaen & Florio-Ruane, 2008). Given its importance, though, researchers know relatively little about it. “The knowledge thus produced is akin to the quantum theory of physics; we know what goes in . . . and what comes out . . . but not what occurs in the interim” (Guyton & McIntyre, 1990, p. 524). Given the current reforms in mathematics education and mathematics teacher education (National Council for the Accreditation of Teacher Education, 2010; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), Guyton and McIntyre’s observation is still relevant today.
During the final fieldwork experience, university-based and school-based mathematics educators must work together on behalf of the novice to marry university-promoted theory (especially reform-oriented theory) with the practical classroom expectations of day-to-day teaching life. Though there is much research on how this kind of work should be done and the dilemmas that have arisen during fieldwork (e.g., Knight, 2009; Loughran, 2006; Nolan & Hoover, 2004; Sergiovanni & Starratt, 2006; Sullivan & Glanz, 2013), we have little information about the experiences of the mathematics educators who collaborate during final fieldwork. Furthermore, we have very little information on how these educators navigate mathematics reforms to prepare teachers of mathematics.
This multi-case study was designed to investigate three novices, their school-based mentors, and their university-based mentor (me) who collaborated during a year-long final fieldwork experience at the close of a middle school mathematics teacher preparation program. To write single case reports that illuminated our collaborative experiences, I wrote the “stories” of each triad. To collect these stories, I used individual and group interviews, paired conversations, asynchronous text interviews, conference observations, collaborative fieldwork artifacts, my own practitioner-researcher journal, and three cycles of participant member checks. After verifying the veracity of the stories of each triad, I engaged in cross-case analysis to make assertions about the commonalities and unique circumstances that defined these fieldwork cases. This study adds to teacher preparation fieldwork literature by evoking a response from educators working in the field and providing them with examples of open dialogue that created more empathetic collaborative experiences. The study also provides evidence that the empathy generated by sharing stories can create more productive and effective learning experiences for the novices involved. In particular, open dialogue provided the collaborators in these cases with a platform for acknowledging pedagogical differences, negotiating fieldwork expectations, and setting and meeting novices’ professional goals. For future investigations of teacher preparation fieldwork collaboration, this study provides evidence that a practitioner approach to research affords the researcher exceptional access to the stories of novices and mentors and establishes empathetic bonds that can make the telling of those stories both illuminating and respectful of the voices they represent.
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Bidgood, Lee. "Czech Bluegrass: Fieldwork, Americanness, and Media In Between." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3249.
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No other place in the world has a romance with American bluegrass like the Czech Republic. Banjo Romantika introduces the musicians who play this unique bluegrass hybrid. Czechs first heard bluegrass during World War II when the Armed Forces Network broadcast American music for soldiers. The music represented freedom to dissatisfied Czechs living in a communist state. Czechs’ love for the music was solidified when Pete Seeger visited and performed in 1964. Inspired by classic American bluegrass sounds, an assortment of musicians from across the formerly communist Czech Republic have melded the past, the political and the present into a lively musical tradition entirely its own.
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Cook, Victoria Ann. "Embodied fieldwork : exploring students' personal geographies of the field." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505078.
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Merchant, Paul. "Observant travel : distant fieldwork in British geography, 1918-1960." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326659.
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Smith, R. M. "Searching for Gills : fieldwork meditations and Scorper, a novel." Thesis, Bath Spa University, 2013. http://researchspace.bathspa.ac.uk/1881/.
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This dissertation consists of a critical component, "Searching for Gills: Fieldwork Meditations" and Scorper, a novel. Each essay in the critical study is devoted to a particular aspect of my novel - literary antecedents that inform style and content, real events that prefigure plots and subplots, personal struggles which darkly and sometimes comically affect tone, places that ground settings; and the individuals, ghosts, and uncanny animals who surface as characters. Part transatlantic literary memoir, part critical discussion, this collection provides a background to the philosophical and psychological roots of my writing, encapsulates my evolving vision of fiction, and contextualizes Scorper. I begin by describing the backdrop behind The Gravedigger. I connect this novel's Sussex setting, its themes of graves and mortality, and its link to graduate writing workshops - all of which prefigure Scorper. Next, I examine the influence of Austrian author Thomas Bernhard, in particular his method of comedic writing that creates unease. After this essay I guide the reader on a literary survey of the animals and animal characters which inform my sense of the uncanny - a construct underpinning my own animal depictions. In "Searching for Gills" I take a walk from Corsham to Bradford-on-Avon on a hunt for a living descendant of the artist Eric Gill, whose ghost forms a central role in my book; and in my final essay I explore the sometimes uncomfortable connections between my drinking and my writing. Scorper is a dark comedy about an American copy editor on holiday in Ditchling, East Sussex. The mentally unstable protagonist is on an existential search for meaning, but his psychological health is exacerbated by Ditchling and the cabal of brother/sister alliances within the town. Written in second person narrative voice, the chief themes of the novel are alienation, mental fragility, and transatlantic miscommunication. While the issues examined in my book can be sobering, Scorper is intended as a satirical piece of entertainment.
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Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.
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EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.
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Lawrence, Sidra Meredith. "Killing My Own Snake: Fieldwork, Gyil, and Processes of Learning." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151067357.
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Justad, Joar Aspenes. "The UNIS Borehole Jack; : Description, fieldwork and new classification system." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for bygg, anlegg og transport, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-18609.
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The increasing interest in the Arctic region due to exploitation of natural resources requires methods for estimating design loads on offshore structures. The borehole jack (BHJ) is an ISO approved tool for assessing the in-situ confined compressive strength of ice. On request from the Norwegian University of Science and Technology (NTNU), a BHJ was made by M-Tech and delivered to the University Centre in Svalbard (UNIS) in 2010. This work presents a technical description of the UNIS-BHJ as well as calibration instructions and experimental setup. A classification system of stress – time curves has been developed with focus on post-peak stress behavior. Three field campaigns have been conducted, two in Van Mijenfjorden (first-year level ice) and one in the Barents Sea (young and rafted ice) in March and April 2012. The new classification system proved convenient when used for classifying the results of these experiments. An advantage is that the system is applicable for all BHJs, hence allowing comparisons of different works to be made regardless of the BHJ used. Investigations of the spatial variation of borehole (BH) strength were also done. Sampling areas of sizes 100 by 100 m and 10 by 10 meters were established in Van Mijenfjorden, where both concluded mean BH strength of 16.8 MPa with STD of the larger area 1.9 MPa and the smaller 0.3 MPa. Another three sampling areas of sizes 20 by 20, 4 by 4 and 4 by 4 m were established in the Barents Sea, with BH strengths 13.0, 11.1 and 14.0 MPa and STDs 3.2, 2.0 and 2.4 MPa.
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Lin, Meng-Yen. "Assessing market segmentation success : developing a plan, fieldwork, action approach." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/36179/.
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Market segmentation practice has been one of the central issues in marketing research over the past thirty years. However, the results of many segmentation studies have been unworkable from a business stand-point. This research was concerned with understanding what makes some market segmentation projects more successful than others. The purpose was to examine the relationship between possible success factors and the success of a segmentation project. The processes of the research included: identifying a range of factors which may impact on the success of market segmentation; hypothesising and testing relationships between these factors and market segmentation success; developing the plan, fieldwork, action (PFA) model for assessing market segmentation success; and generating recommendations for relevant modifications that will improve the odds of market segmentation success. The research proceeded in a series of three interrelated phases: qualitative first, quantitative next, and then qualitative again. In the first phase, an initial list of the critical factors for segmentation success was generated through a review of the literature. The list was then validated and expanded by pilot interviews with marketing managers. In the second phase, a questionnaire was developed for gathering the necessary empirical data. 600 questionnaires were handed out at the Birmingham National Exhibition Centre at eight different trade shows. 221 usable responses were returned. Using the SPSS package, univariate, bivariate as well as multivariate statistics were employed to analyse the data. Lastly, validating interviews were conducted in an attempt to explain the research findings. Ten factors believed to impact upon segmentation success were extracted. Seven of them were found to be critical to segmentation success and were termed critical success factors (CSFs). In addition, the research also identified the plan, fieldwork and action (PFA) stages in the segmentation process which led to the development of the PFA model. The model can be used to explain why some segmentation projects are successful while others are not. It was found that the plan and action stages were those most likely to impact upon segmentation success. The managerial implications of the research findings were discussed and suggestions for further research were proposed.
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Berezovskaya, Polina [Verfasser]. "Comparing Comparatives : New Perspectives from Fieldwork and Processing / Polina Berezovskaya." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1220690104/34.
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Smith, Peter Leslie. "Geography fieldwork planning in a period of change 1985-1990." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018849/.
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This study considers the planning process of the Geography fieldworkplanner. Arising from personal experience and from a review of relevant literature a number of different aspects of this process has been examined. Emphasis is on practical planning in a period of educational change. In essence the study identifies a balance between opportunity and constraint, between the ideal and what is practical. The research design,a combination of qualitative and quantitative methods, is built upon a series of questionnaires and interviews involving schools, local education authorities and field study centres. This study,which covers the second half of the 1980's,has the value,therefore,of painting a picture of fieldwork provision,through an assessment of planning during a period of change. Questionnaires and interviews conducted with teacher-planners,pupils, local education authority representatives and field study centre staff raise a number of questions and reveal a complex inter-relationship of influencing factors,all of which affect the fieldwork picture. Results show that the commercialised fieldwork market is becoming wider, greater opportunities are now available for field study through a range it of approaches. Competition and market forces determined by supply and demand trends are setting out a new climate of fieldwork opportunity,supported by requirements of GCSE and 'A' Level syllabuses for outdoor study. However the picture also shows that the fieldwork planner is now faced with a much more complex planning environment in which to operate ,one which reveals a lower confidence level,a requirement for a greater input of energy,enthusiasm,expertise and time if fieldwork programmes are to be planned safely and successfully so as to achieve a set of predetermined geographical and educational aims and objectives. The balance between the two sets of forces creates the dynamic picture which is painted here. Although the onus to provide fieldwork in secondary schools is on the fieldwork planner the number of factors acting on the planning process is numerous and interrelated. A view of the completed picture provides opportunity to assess pointers which may well affect the provision of fieldwork in schools during the 1990's.
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Cureton, Paul. "Drawing in landscape architecture : fieldwork, poetics, methods, translation and representation." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/580030/.
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By analysing landscape architectural representation, particularly drawing, the thesis contribution will develop the mode and process of making - poesis: between production and representation. Extending the work of James Corner on drawing within landscape architecture (1992), the thesis will develop a positive hermeneutics from the novelist Italo Calvino (1997) in which this agency of drawing can be understood and conceived. From this framework of operation, a number of drawing methods are to be developed - particularly heuristics and scoring which creates a positive valence for landscape architectural production. The focus will lie within the process or translation of drawing into landscape, or its process of ‘becoming’ (Vesely 2006, Evans 1996, 2000, Deleuze 1992). This focus will be contextualised amongst others by the work of: Paolo Soleri (1919- 2013), Wolf Hilbertz (1938-2007) and Lawrence Halprin (1916-2009). The agency of drawing is to be situated in broader theories of space and ‘everyday life’ particularly by extracting critical neo-Marxist notions and readings of social productions of space as found in Henri Lefebvre (1901 -1991) (De Certeau 1984, 1998, Lefebvre, 1991, 1996, 2003, Soja 1996, 2000 & Harvey 1989. 1996). The thesis contribution to knowledge will thus chart drawing use, communication, alternative strategies, and new concepts of urban environments; a ‘poetic mediation on existence’ (Kundera 1987). This very movement & ‘becoming’ whilst containing analysis, in each separate component, has yet to be collectively discussed in a constructive and meaningful way. This inturn will reflect back on the role of representation in the shaping and conception of space – this is the role of drawing in landscape architecture. This knowledge is enabled using methods of interdisciplinary exhibition, educational modules, oral history interviews and the history of professional landscape architecture practices, as well by deploying a visual literacy method within the thesis (Dee 2001, 2004).
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Phillips, Perdita. "Fieldwork/fieldwalking: Art, sauntering and science in the "walking country"." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/257.
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fieldwork/fieldwalking is a contemporary art project exploring practices of walking and science in the field. 11 explores the themes of walking and-fieldwork in art, and as art. Whilst the. sociology of science in the laboratory has been well theorised, less has been said about the field in the natural sciences. And, equally, the most recent and provocative walking art is found in urban areas, in a fabric dominated by the patterns of human settlement. How could new walking art be made in non-urban places? The project set out to investigate how these two, fieldwork and walking, could be combined in artwork. The research question was: in the common ground shared between art and science, what are the connections between fieldwork and walking in the field? The project explored this and five sub-questions through photography, video, and the creation of installations and sound art walks. Much of the research revolved around one field location, the walkingcountry in the Kimberley of Western Australia that was visited six times over different seasons from 2004 to 2006. Activities included walking and general immersion in the place, scientific and artistic 'fieldwork' and the observation and documentation of the work of scientists at the site and in the Kimberley. Non-urban areas can offer intense and specific experiences with heightened materiality and direct engagement with nonhuman agents. This was borne out in the fieldwork undertaken in the project. However the artworks created are also set in contrast to the work of other walking artists such as Hamish Fulton and Richard Long that are often based on sublime wilderness experiences. Based on my experiences I formulated and applied the concept of 'ordinary wilderness': much of one's time in the field is involved in pragmatic and bodily encounters. Some of the aesthetic experiences are local and ephemeral. Wildness and the delight of wonder are more appropriate than the fear and awe of the sublime. fieldwork/fieldwalking draws together threads from sources as diverse as recent scientific ecology, Ric Spencer's (2004) conversational aesthetics and nonrepresentational theory in human geography to make art that questioned representational strategies and explored an expanded model of artworks where the relationships between the artist, the audience, the environment and the material art object are of equal importance. A significant issue was how to creatively transform the experience of elsewhere (the field) into artworks in a gallery. In the sound art walk To Meander and back (strange strolls, Moores Building Contemporary Art Gallery (MBCAG), 2005} the strategy was to fold and imbricate the walkingcountry, the gallery in Fremantle, and the space in-between together. This artwork also sought to reconcile the 'emptiness' of Euro-Australian belonging by encouraging via sound and silence an understanding of place that is more living, changing and performative. Other artworks included Zoo for the Species at the National Review of Life Art (Midland, 2003) , and works in the solo exhibitions Four Tales from Natural History (Perth Institute of Contemporary Art, 2004), Semi (Spectrum Project Space/Kurb Gallery, 2004} and fieldwork/fieldwalking (MBCAG, 2006).
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Lisowski, Marylin. "The effect of field-based learning experiences on students'understanding of selected ecological concepts /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695623752.
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Foley, Kathleen T. "Occupational therapy professional students. Level II Fieldwork experience is it broken? /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3283103.
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Thesis (Ph.D.)--Indiana University, Dept. of Higher Education, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3756. Adviser: Nancy Chism. Title from dissertation home page (viewed May 8, 2008).
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Silgram, Martyn. "Hydrological controls on nitrate leaching : an integrated fieldwork and modelling study." Thesis, Imperial College London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267286.
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Martin, Matthew Thomas. "On the nature of fieldwork : a composer's interdisciplinary theory and practice." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/2569.
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The following text serves to accompany a body of practical work in music (composing) and mark-making. The two elements, when taken together, are an illustration of the role which certain types of fieldwork developed by the author may offer the composer if adopted into the process of acoustic invention. The introduction sets forth the conditions in which such an approach to the relationship between the natural, the sonic and the visual becomes relevant and important. Ideas of interconnectivity are introduced and terms are defined. Chapter two deals with the ideas of connecting patterns and sets of relationships in more detail, exploring the concepts of implicate order and recurring natural patterns. In chapter three we enter into discussion of fieldwork as a practice, encompassing theory and practical application. Chapters four to seven concern themselves with the analysis of the compositions borne of the fieldwork in question, and enter into more detail about any fieldwork specific to the pieces themselves. The relationships between the pages of sketches and the written music is considered here from the musical point of view. Finally, chapter eight acts as a brief conclusion to the study, in which we not only consider the results of the application of the fieldwork practice but also seek to identify which paths the continuation of this practice would benefit from and where we might take this work in the future.
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Wong, Christina Micky. "Mapping the underground soundscape : fieldwork among the subway musicians of Toronto." Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577521.
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The term soundscape was developed by R. Murray Schafer to describe "the sonic environment" (Schafer, 1977, p. 274), which encompasses all the sounds that surround us; his studies of urban soundscapes are particularly noteworthy. One soundscape that has been rarely studied is one that is found in many urban centres - the subway. "Mapping the Underground Soundscape" is six-year musical ethnography exploring the Toronto Transit Commission's (TTC) Subway Musicians' Programme and how it provides a unique auditory environment in its stations, passageways, platforms, and thoroughfares. More broadly, this thesis examines the relationship between music and the urban environment. It considers the influence of music on an urban environment (the subway) and how that environment is imagined and represented, and then how that urban environment influences music-making practices. Just like landscapes, soundscapes have a figure-ground relationship. At what point does the music become the figure? If one listens closely, one can hear sounds emanating from a guitar, an erhu, a violin, or keyboards, sounds, perhaps on a first hearing, uncharacteristic of the subway. Through the continual shift of figure and ground of these subway musical performances, the transit system becomes a temporary performance space for those willing to listen. This figure-ground test prompts two questions: What can we experience in an urban space just by listening? And how do we navigate a route through that world of sound to reach a greater understanding of it whilst also, literally, negotiating our movements through that urban space? The evidence suggests that the TTC Subway Musicians' Programme offers a microcosm of Toronto society. Thus, this underground soundscape can be used to explore IV and identify facets of the city's musical identity and the lives of its inhabitants. Such a study can also offer a new perspectives on how civic environments become established through policy and management schemes which champion the installation of music into urban environments once devoid of music cultures, that is, organised, identifiable sounds, crafted sounds that carry meaning, that are able to lift commuters out of an otherwise auditory jungle (a world of noise with only coded information: the train is now arriving, the doors opening and then closing, I am now leaving the station and getting to my destination). Thus, it is clear that the TTC system is highly complex in terms of its community and cultural relations and its political economy. Moreover, the interweaving of strolls, sound maps, sound clips, sound exercises, and photos within the text, allows for greater opportunity to experience and explore the underground soundscape at specific points in time. Ultimately, this thesis, which one might regard as a sonic mapping of the underground through sound, brings popular music-making and urban geography into soundscape analysis, highlights the role of music in placemaking, and presents a new way of navigating the city.
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Ngquba, Tokozile. "Transkei College of Education students' perceptions of fieldwork in geographical education." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003691.
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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school geography incorporates a wealth of techniques and embraces a wide range of strategies which are directly suited to achieve the aims which are central to current geographical education. Techniques which directly involve the learner are perceived to be the most valuable. Of the many participatory strategies suited to the teaching of geography, fieldwork is accepted as the most worthwhile. This study investigates student teachers' perceptions of fieldwork in their college studies and as a teaching strategy. Extensive literature on fieldwork in geographical education was analysed. A survey was conducted to assess the student teachers' fieldwork experiences. The results reveal that fieldwork is neglected in Transkeian schools and Colleges of Education, despite the fact that it is required by school syllabuses, and the fact that in many areas suitable sites are readily accessible. Conclusions are drawn and recommendations made for the inclusion of fieldwork in geography courses at Transkei Colleges of Education.
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Sjöström, Malin. "En studie om utomhuspedagogikens och fältstudiernas roll i geografiundervisningen." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35068.
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Denna uppsats fokuserar på att undersöka utomhuspedagogikens och fältstudiers roll inom geografundervisningen i skolan. Fältstudier har en stark tradition inom geografin både vetenskapligt och i undervisningen. Att ha lektionstid utomhus kan sägas ge eleverna möjligheten att själva uppleva och därmed skapa intryck som leder till en ökad motivation till lärande. Syftet med uppsatsen är att undersöka hur fältstudier, utomhuspedagogik, används av geografilärare i dagens skola. Uppsatsen består av två delar, två vägar för att undersöka användandet av lektionstid utomhus. En litteraturstudie där ett flertal olika professorers idéer och åsikter tas upp angående lärandet utomhus samt en intervjudel där fyra lärare har intervjuats och ger sina åsikter om fältstudier i undervisningen. Lärarna inkluderade i undersökningen är fyra lärare från två skolor i samma kommun varav två är lärare på högstadiet och två är mellanstadielärare. Resultatet visar att lärarna i undersökningen anser att utomhuspedagogik och fältstudier är något som de väldigt gärna vill inkludera i deras undervisning. Trots detta så används fältstudier relativt sällan av lärarna, där bland annat hinder som tid spelar en avgörande roll. De ser potentialerna med lektionstid utomhus men det har blivit en del inom undervisningen som inte aktivt används.
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Finn, Christine. "Fieldwork : archaeology and the poetic past of W.B. Yeats and Seamus Heaney." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310520.
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Harvey, Philip Kenneth. "The role and value of A-level geography fieldwork : a case study." Thesis, Durham University, 1991. http://etheses.dur.ac.uk/6100/.
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Fieldwork has occupied a prominent position in UK geography teaching since the establishment of the discipline in the late nineteenth century, and remains a ubiquitous element of the geography curriculum for pre- and post- sixteen year-olds today. Utilising autobiography as a method of reconstruction and interpretation, the thesis explores the development of this central role for fieldwork and argues that, rather than arising from a legitimacy effected by a critical appraisal of fieldwork as a pedagogical device, fieldwork has developed pari passu in response to geography’s disciplinary shifts in philosophical and methodological orientation. As a result, varying conceptions of the purpose of fieldwork exist: as a parallel with practical 'laboratory' science in which theory is thought to be rendered more intelligible by the experience; as a means of teaching geographical enquiry skills; as a process of environmental engagement or immersion. The relationship between these educational objectives remains unclear, and a lack of educational research exists to clarify what is done on fieldwork, its intended educational function and effectiveness, and its place in contemporary geography. The study seeks to redress the balance by aiming to analyse the role and value of a residential fieldwork experience in geographical learning for advanced level geography students (i.e. students aged 16-19); to compare and contrast the respective assessments of the student and teacher of fieldwork’s purpose; and to explore frameworks and methods for evaluating the effectiveness of field instruction as a learning process. The research uses qualitative research strategies in a case-study to describe and analyse the holistic process of learning in action from the perspectives of its participants. Four themes are explored in depth: skills-based learning, affective learning, learning transfer, and geography fieldwork as environmental education. Results show that learning is affected by a tension of purpose between teaching for theoretical exemplification, technical competency and investigative skills, and environmental awareness. Stage-management in hypothesis-testing aimed at developing students' conceptual understanding is the predominant teaching method but despite this emphasis successful transfer of learning is low. The technical competency emphasis is propositioned as moving fieldwork towards utilisation of a technocentric ideology in addressing environmental issues in geography. This is regarded as devaluing an individual's environmental experience, personal commitment, and political obligation which are seen as important aspects of an environmental education. Fieldwork is seen to be most valuable in the affective domain: producing self- and subject-motivation through inter alia novelty of milieu, self-concept enhancement, productive role-modelling, and changing students' 'scripts' for learning. The links between these affective dimensions and fieldwork's role in students' cognitive development offer profitable avenues for further research.
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Elsden, Christopher Richard. "A quantified past : fieldwork and design for remembering a data-driven life." Thesis, University of Newcastle upon Tyne, 2018. http://hdl.handle.net/10443/4126.
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A 'data-driven life' has become an established feature of present and future technological visions. Smart homes, smart cities, an Internet of Things, and particularly the Quantified Self movement are all premised on the pervasive datafication of many aspects of everyday life. This thesis interrogates the human experience of such a data-driven life, by conceptualising, investigating, and speculating about these personal informatics tools as new technologies of memory. With respect to existing discourses in Human-Computer Interaction, Memory Studies and Critical Data Studies, I argue that the prevalence of quantified data and metrics is creating fundamentally new and distinct records of everyday life: a quantified past. To address this, I first conduct qualitative, and idiographic fieldwork - with long-term self-trackers, and subsequently with users of 'smart journals' - to investigate how this data-driven record mediates the experience of remembering. Further, I undertake a speculative and design-led inquiry to explore context of a 'quantified wedding'. Adopting a context where remembering is centrally valued, this Research through Design project demonstrates opportunities and develops considerations for the design of data-driven tools for remembering. Crucially, while speculative, this project maintains a central focus on individual experience, and introduces an innovative methodological approach 'Speculative Enactments' for engaging participants meaningfully in speculative inquiry. The outcomes of this conceptual, empirical and speculative inquiry are multiple. I present, and interpret, a variety of rich descriptions of existing and anticipated practices of remembering with data. Introducing six experiential qualities of data, and reflecting on how data requires selectivity and construction to meaningfully account for one's life, I argue for the design of 'Documentary Informatics'. This perspective fundamentally reimagines the roles and possibilities for personal informatics tools; it looks beyond the current present-focused and goal-oriented paradigm of a data-driven life, to propose a more poetic orientation to recording one's life with quantified data.
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Chan, Yee May. "The study of social work agencies in fieldwork learning in Hong Kong." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687681.
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This research explores the role social work agencies play in enhancing or restricting critical reflective learning of fieldwork students in Hong Kong. The purpose of conducting this research is twofold: First, it seeks to understand the role, responsibility and experience of social work agencies in fieldwork education. Second, it seeks to uncover how critical reflective learning has been conceived and the ways in which it is enhanced or hindered in the agency context under the existing welfare environment in Hong Kong. The research is designed as an exploratory study which aims to seek understanding about the experience of agencies as well as that of the social work students with regard to critical reflection during fieldwork. In-depth interviews with fifteen social workers and focus groups with students are conducted to collect their views and experience in the field. The findings suggest that fieldwork is regarded by most participants as a one-way process of learning whereby practice in the field is the end result of social work learning. Agency's role is to help students fit-in, adjust, and practice in accordance with the practice requirements and within the boundary of the agency but not to question agency routines. This is largely more favourable to competence-based learning approaches. Critical reflection, if considered, is merely narrowly conceived in fieldwork learning. The lack of critical reflection in social work is embedded in the competence-oriented social work belief where there is a hierarchy in social work practice in which practice is primary while critical reflection is only secondary. Overall, the findings reveal that in the current social welfare context of Hong Kong, fieldwork agency has not become an ideal learning site where critical reflection of students is adequately supported or enhanced, nor it is a place where critical reflective practice has been encouraged. To address these problems, it is suggested that there is a need to re -examine the role of social work agencies in fieldwork so as to maximise critical reflective learning in the field, and there is also a need to make critical reflective learning an avowed objective of fieldwork learning in order to address the changing needs of the service users. Concrete steps are recommended to make fieldwork agencies become more conductive to critical reflective learning. It is hoped that the findings of this research can help social work educators, fieldwork supervisors and agency mentors to reflect upon the current realities of fieldwork learning in the agency context and to identify ways to strengthen the capacity of agencies in enhancing the critical reflection of students.
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Munowenyu, Ernest Manjonjori. "The learning benefits of fieldwork to A-level geography students in Zimbabwe." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020437/.
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Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.
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The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
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Vermeulen, Nicola. "Final year occupational therapy students' experience of supervision during community fieldwork practice." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/5210.
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Magister Scientiae (Occupational Therapy) - MSc(OT)Fieldwork is seen to be an essential component in the curriculum of an undergraduate occupational therapy (OT) program through which students develop their professional behavior and apply theoretical education to clinical practice. Students in their final year of the undergraduate OT program at the University of the Western Cape (UWC) use the UWC Community Process as a guide to community fieldwork in community settings. This process follows a community development approach to allow students to focus on the needs of the community. The community fieldwork placement is compulsory for all final year OT students. The main aims of the placement are for students to develop their understanding of the role of an occupational therapist in a community setting and to enhance their understanding of the occupational nature of communities. This study focuses on final year UWC OT students' experiences of the supervision they received while following the steps of the Community Process as well as their perceptions of the relationship between their supervision and their learning about occupation based community practice. The aim of the study was to explore how the 2009 final year OT students experienced fieldwork supervision during their community fieldwork placement. The study followed an interpretivist paradigm with a qualitative research methodological approach and a phenomenological design. Purposeful sampling was used to select participants from the UWC OT department who undertook their community fieldwork placement in 2009. All the data utilized in this study was directly linked to the students' experiences of supervision during their learning of the Community Process. Therefore, the methods of data collection that were used included the students' daily reflective journals, their portfolio files and an evaluative focus group held at the end of the year 2009. All data was critically analyzed through a process of thematic analysis in order to meet the research objectives. The techniques of triangulation and a detailed description of the research process were employed to ensure trustworthiness of the study. The ethical principles of autonomy, nonmaleficence, beneficence as well as informed written consent were adhered to in the study. The findings of the study highlighted the emotions that the students experienced, the development of their professional judgement and the challenges and experiences they encountered in their personal and professional development. The findings further showed that the process of becoming a part of the community allowed the students to define their role as an OT in a community setting and to increase their understanding of community development in the context of their role within the community. The findings also emphasized the students' experiences with regards to various teaching and learning techniques and approaches used within the supervision of their community fieldwork placement. The significance of this study lies in its contribution to the generation of an understanding of how supervision influences students' understanding of occupation-based community practice in occupational therapy.
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Berryman, James (Jim) Thomas. "From field to fieldwork : the exhibition catalogue and art history in Australia." Phd thesis, Canberra, ACT : The Australian National University, 2005. http://hdl.handle.net/1885/9528.
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This thesis examines the transformation of the exhibition catalogue in Australia, from modest exhibition documentation to autonomous publication. This discussion is largely confined to exhibition catalogues produced by Australia's public galleries between approximately1965-2002. The thesis considers why the exhibition catalogue experienced such a dramatic change in such a relatively short period. The thesis reveals how catalogues are shaped by the internal tensions and external pressures experienced by art institutions as their roles and responsibilities change over time. During the period in question, catalogues have kept track of developments in art history by experimenting with changing curatorial fashions and critical approaches. Viewed as a time series, the exhibition catalogue reveals subtle and significant clues about art in its changing institutional setting. The thesis explores the professionalisation of the public gallery network, the nexus between academic art history and the museum, and pressures affecting the management of exhibitions in Australia. Each of these factors has influenced the development of the exhibition catalogue. It is shown how catalogues possess a multiplicity of values, which are often contradictory, and how these values determine the catalogue's practical, commemorative and informative functions. To better understand the relationship between the art museum and the contexts and discourses within which art is produced and disseminated for critical appraisal, this thesis will draw upon a body of theoretical literature broadly known as the sociology of art. The work of Pierre Bourdieu provides a general theoretical framework. Methodologically, the thesis is qualitative. The massive proliferation of exhibition catalogues in Australia since the mid-1970s has meant that the samples examined are broadly representative. In this respect, the thesis has followed the examples of earlier, though less comprehensive, studies from abroad.
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Mensing, Michelle. "Farm management implications of uncertainty in the number of days suitable for fieldwork in corn production." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35386.
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Master of AgribusinessDepartment of Agricultural Economics
Terry Griffin
Weather uncertainty plays a large role in farm management decisions. Changes in weather trends or increased variability during the growing season may alter the optimal farm management choices regarding machinery purchases, crop allocation to available acreage, varietal trait selection, and crop management practices. These farm management decisions impact the expected length of time available from planting to harvest. The dates that farmers most actively plant and harvest crops changes from year to year based on annual weather patterns that affect the number of days suitable to conduct fieldwork. This research analyzed corn planting and harvest progress, as well as the number of days suitable for fieldwork in Iowa, Kansas, and Missouri. Variability of days suitable for fieldwork across crop reporting districts within each state was reported. The total number of days suitable for fieldwork during the ‘most active’ planting and harvest weeks in each state were then analyzed to determine if increasing or decreasing trends exist and estimated as ordinary least squares (OLS) regression. The outcomes presented in this research indicated a statistically significant decreasing trend in days suitable for spring planting in Iowa, and positive trend in Missouri during fall harvest. However, no statistically significant trends were observed in Kansas for either time period. Farm management implications were examined in relation to the results of the days suitable for fieldwork analysis, specifically regarding machinery sizing decisions. Profit maximizing producers must manage machinery such that they are not over-equipped, but have adequate equipment capacity to plant and harvest all acreage within the available days suitable for fieldwork. Results of these analyses are directly of interest to farmers desiring to optimally equip their farms, agricultural lenders providing farmers with financing of equipment, and equipment manufacturers.
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Glancey, Keith Sean. "Determinants of growth and profitability in small entrepreneurial firms in the manufacturing sector in Tayside." Thesis, University of Abertay Dundee, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246191.
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Hedbom, Dennis. "Närmiljöns betydelse för lärande : En studie om hur närmiljön används i fältstudier på låg- och mellanstadiet." Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71853.
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Denna uppsats fokuserar på att undersöka lärande utanför klassrummet och vilken betydelse närmiljön har för undervisningen i skolan. Syftet med uppsatsen är att undersöka hur lärare som är verksamma i skolor med olika närmiljö arbetar med fältstudier i sin undervisning, vilka lärandearenor de använder och vilka hinder de upplever. Vidare undersöks om det finns några skillnader i synen på utomhuslärande bland de studerade exemplen. Sex lärare som arbetar på låg- eller mellanstadiet ingår i studien. Tre lärare arbetar på landsbygdsskolor och tre i skolor som ligger i tätorter. Resultatet visar på små skillnader i synen på utomhuslärande mellan lärare i landsbygds- och tätortsskolorna, men det finns en viss skillnad i utförandet och vilka arenor/platser de använder sig av i undervisningen. Det finns även en viss skillnad mellan landsbygds- och tätortslärarna i synen på vilka platsbundna hinder för fältstudier som de anger, men en likhet när det gäller hur icke-platsberoende faktorer påverkar möjligheterna till fältstudier. Den tydligaste icke-platsberoende faktorn är tid. Lärarna menar att det saknas tid för både planering och genomförande av fältstudier. Lärarna upplever undervisning utomhus som väldigt positiv därför att den har stor potential, men det krävs mer resurser. Vidare bör rektorers syn på studier utomhus förändras för att mer undervisning ska kunna bedrivas.The focus of this essay is to investigate the learning outside of the classroom and what significance the local environment has to education. Furthermore, the aim is to investigate how teachers at schools with different local environments include field studies in their teaching, what learning arenas they use and what obstacles they are experiencing. It is also investigated whether or not there are any differences in the perception of outdoor learning amongst the studied examples. Six teachers working towards the younger school ages, from age six to age twelve are a part of the study. Three of the teachers work at rural schools and the remaining at urban schools. There are small differences in the perception of outdoor learning between the teachers at the rural and the urban schools, the study finds. However, there is a difference in the implementation and the arenas/places used in the teaching. There is also a difference between the teachers when it comes to the perception of what place bound obstacles there is for field studies, but a similarity when it comes to how non-place bound obstacles affect the opportunities for field studies. The most clear non-place bound obstacle is time. The teachers say that there are not enough time for neither planning or implementation of field studies. However, the teachers feel that outdoor teaching is very positive, since it has a large potential but that more resources are necessary. Furthermore, they feel that the headmasters perception of outdoor teaching needs to change in order for them to carry on using outdoor teaching as a tool.
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Gustafsson, Klas, and Oskar Berg. "2D and 3D Visualization to Support Fieldwork in the Area of Utility Networks." Thesis, KTH, Geoinformatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-221430.
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Utility network fieldworkers of today want to access more information and can benefit a lot from new technical development. Today most fieldwork is conducted using paper plans or locally stored data on laptops as a visual aid. Therefore there is a need for improvement and development of new reliable software for fieldwork. Also the abil- ity to use advanced Geographic Information Systems (GIS) solutions and enhanced visualization methods while out in the field could help improve fieldwork. In order to be as e↵ective as possible when carrying out di↵erent tasks in the field, di↵erent ways of visualizing the same network data are required. 2D and 3D visualization methods have di↵erent advantages and disadvantages when it comes to visualizing network data, which will be accounted for in this thesis. There are three main objectives in this thesis. The first is to evaluate how suitable di↵erent visualization methods are for fieldwork users working with utility networks. The second is to get a better understanding of what hardware and software that can be used for implementing the visualization methods. The last one is to use the first and second objectives to develop a prototype for utility network fieldwork. To address the objectives, the first step is to understand the users that work in the field. By conducting interviews, information about the current workflow for fieldworkers and their opinions about how the systems currently work is gathered. Based on this information the thesis is divided into cases and criteria which is the foundation for proposing a solution in form of mock-up sketches which is then imple- mented in form of a prototype. Finally the prototype is evaluated quantitatively and qualitatively using a web survey and presentations for potential end users. The prototype is created using web technologies and is mainly intended for tablets. Because of its mobility, screen size and adequate computational power the tablet is a good hardware choice for conducting fieldwork. The prototype presents network data in a 2D interactive map view, a 3D augmented reality (AR) view and a combined view. These choices are based on information gathered by studying related work and performing interviews with potential end users in the beginning of the study. The results of the thesis highlights large possibilities in making field work more e↵ective for fieldworkers. This in concluded partly by the results of the interviews with potential end users, but also by the response of the survey and presentation of the suggested solution. It is shown that there are new ways to improve the work process out in the field and that AR can help in visualizing the network in a new informative way for fieldwork. However, several challenges remain, but rapid techno- logical development implies possible solutions to deal with these challenges.
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Yu, Yuk-ling Doris. "The interplay of authority and immediacy in the supervisory relationship in fieldwork teaching /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36784357.
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Yu, Yuk-ling Doris, and 庾玉玲. "The interplay of authority and immediacy in the supervisory relationship in fieldwork teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45014437.
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Nassimbeni, Mary. "The role and value of fieldwork in education for library and information science." Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14702.
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Includes bibliography.An investigation was undertaken into the role and value of fieldwork in professional education for library and information science. Following a literature search, the researcher undertook a philosophical investigation of the educational rationale of fieldwork as it relates to other components of the educational programme The second part of the investigation comprised an empirical investigation of the fieldwork programmes at two selected South African universities. Employing a combination of qualitative and quantitative methodologies, the candidate evaluated the two programmes and, by means of cross-site comparison, attempted to establish common patterns, to account for differences and to construct a model of fieldwork. Findings relating to each programme were reported and conclusions regarding the most important dimensions and positive indicators of effectiveness were made.
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Lipsitt, Rosalyn S. "Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.
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Educational PsychologyPh.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
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Ryan, Susan Jennifer. "Instructor competencies required for effective fieldwork supervision of occupational therapy and physical therapy students." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26911.
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The absence of clearly defined competencies to guide the development of educational programs for occupational therapy and physical therapy fieldwork instructors provided the impetus for this research. A primary objective of the study was to identify the competency categories and the competencies which occupational therapy and physical therapy fieldwork instructors, and occupational therapy and physical therapy students perceived to be important in determining the effectiveness of a student's fieldwork experience.
A review of the literature in occupational therapy, physical therapy, and related health professions identified a pool of fieldwork instructor competencies from which 105 competencies were selected for the study questionnaire. The questionnaire was administered to 34 occupational therapy and 37 physical therapy students from the University of British Columbia, and to 59 occupational therapy and 76 physical therapy fieldwork instructors in British Columbia. A response rate of 87% was obtained.
Respondents' ratings of importance of the competency categories and of the most important competencies were similar to previous research findings. Communication and supervisory behaviours were rated as most important in contributing to the effectiveness of a student's fieldwork experience. The majority of the competencies which were ranked as most important belonged to these two categories. Consistent with previous research, the professional competence category and the competencies which were assigned to it were deemed least important in contributing to the effectiveness of a student's fieldwork experience.
Group differences in ratings of importance were tested using a factorial design. The two-way and three-way analyses of variance, a multivariate analysis of variance and subsequent multiple comparison tests revealed only one significant main effect. Physical therapy students' ratings of importance differed significantly from the occupational therapy and physical therapy fieldwork instructors (p< .05). While this significant difference was identified from the analysis, examination of the mean ratings of the competencies showed a consistent pattern of low, moderate or high ratings among all of the groups.
Participants in the study confirmed that the competencies included in the questionnaire were important in contributing to the effectiveness of a student's fieldwork experience. However, the literature suggests that the most important outcome will be the use of the competencies to guide the development of standardized educational programs for occupational therapy and physical therapy fieldwork instructors.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Caron, Marie Claude. "Students' perspectives on the influence of fieldwork education on practice preferences and job selection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52978.pdf.
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Leung, Chi Fai Simon. "A study of the relationship between creativity and fieldwork performance of social work students." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7887.
Full textAbstract:
This study investigates the relationship between social work students’ creativity and their fieldwork performance. Systems theory provides a theoretical framework to explain the ambiguity, indeterminacy and uncertainty in social work practice, and account for the need for creativity during the helping process in fieldwork training. In this study, creativity was defined as the ability in divergent thinking with five dimensions, which are fluency, originality, elaboration, abstractness of titles and resistance to premature closure. The existing literature suggests that social work students’ creativity may have impact on their fieldwork performance in three areas, namely problem solving, application of theories and empathy. 52 social work students from a university in Hong Kong participated in this study and data regarding their creativity and fieldwork performance were collected. Multiple regression analyses were conducted to investigate relationships between participants’ competences in different dimensions of creativity and their fieldwork performance in each of the three fieldwork performance areas. Significant relationships were found between competences in two dimensions of creativity and fieldwork performance in those three areas. Both quadratic and linear significant relationships were found, and in some of them, the competences in some dimensions of creativity were found interacting with each other, and affecting each other’s relationship with fieldwork performance. The findings of this study provided detailed information about the possible relationships between social work students’ competences in different dimensions of creativity and their fieldwork performance in the three selected areas, and some tentative suggestions regarding potential use of the findings of this study for further development of social work curriculum were discussed. Further studies to confirm the findings of this study and to further investigate the possibility of enhancing social works students’ fieldwork performance through improving their competences in certain dimensions of creativity were recommended.