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Field Experiences (field + experience)
Selected AbstractsDistance learning and service-learning in the accelerated formatNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 97 2003Elise M. Burton The Service Oriented Field Experience presents adult distance learners with the experiential and reflective components of service-learning in an accelerated course. The result is often a transformative academic experience. [source] Restoring sanitation services after an earthquake: field experience in Bam, IranDISASTERS, Issue 3 2005Jean-François Pinera Abstract A powerful earthquake hit the city of Bam in southeast Iran on 26 December 2003. In its aftermath, a number of international relief agencies, including Oxfam, assisted in providing emergency sanitation services. Oxfam's programme consisted of constructing and repairing toilets and showers in villages located outside of the city. In contrast with other organisations, Oxfam opted for brickwork structures, using local materials and human resources rather than prefabricated cubicles. The choice illustrates the dilemmas faced by agencies involved in emergency sanitation: responding to needs in a manner consistent with international standards and offering assistance in a timely fashion while involving beneficiaries. Following a preliminary survey, Oxfam concluded that the provision of showers and latrines, in addition to utilisation of local materials and human resources, was essential for ensuring well-being, empowerment and dignity among members of the affected population, thereby maximising the benefits. [source] Theory Meets Practice: A Case Study of Preservice World Language Teachers in U.S. Secondary SchoolsFOREIGN LANGUAGE ANNALS, Issue 1 2006Article first published online: 31 DEC 200, Brigid M. Burke This case study looked at the transition of preservice teachers from world language education methods courses at a major U.S. university to a 5-week field experience in secondary school classrooms. Data included lesson plans and self-critiques of two lessons implemented during the field experience, world language teaching philosophies the preservice teachers wrote, e-mail correspondence between the preservice teachers and their supervisor reflecting on the field experience, a final reflection paper, and responses to an open-ended survey after completion of the field experience. Analysis of the data served to identify three teacher profiles: the communicative (CLT) teacher, the grammar-translation teacher, and the hybrid teacher (a mix of the two other profiles). The article concludes with discussion of the findings and their implications for university methods courses, field experiences, and professional development. [source] Learning oceanography from a computer simulation compared with direct experience at seaJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2006William Winn Considerable research has compared how students learn science from computer simulations with how they learn from "traditional" classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three-dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25,42, 2006 [source] The present and future of public sector extension in Africa: contracting out or contracting in?PUBLIC ADMINISTRATION & DEVELOPMENT, Issue 5 2000Jon Anderson Public sector extension has come under increasing pressure to downsize and reform. Contracting out,the use of public sector funds to contract non-governmental and private service providers,is often held up as a potential tool in reform efforts. Much has been written about the possible advantages of contracting out of agricultural extension and it is being encouraged and promoted by numerous international organizations. However, a look at field experience in Africa shows that contracting out is relatively infrequent, especially compared with the reverse,contracting in,where private sector and non-governmental organizations finance public sector extension delivery. Case studies from Uganda and Mozambique indicate that on the ground attempts to come up with solutions to providing services to farmers are resulting in innovative contracting approaches and combined public and private institutional arrangements. Contracting in and public,private coalition approaches, in contrast to purely public sector extension (characterized by ineffectiveness and inefficiencies) and purely private for profit extension (which may ignore public goods and concerns), may help achieve extension services which are both demand led and which internalize public concerns such as environmental protection, food security and socio-economic equity. These coalition approaches can be improved and facilitated. They deserve greater analysis and may contribute to a better understanding of extension contracting and the roles of private and public organizations. Copyright © 2000 John Wiley & Sons, Ltd. [source] Improving the Quality of Information Flows in the Backend of a Product Development Process: a Case StudyQUALITY AND RELIABILITY ENGINEERING INTERNATIONAL, Issue 2 2005Jaring Boersma Abstract Considerable research has gone into designing effective product development processes. This, coupled with the increasing need for products that are able to deliver reliable, complex functionality with a high degree of innovation, presents a major challenge to modern day industries in the business of developing products. In order to incorporate relevant field experience in the design and manufacturing of new products, increasingly detailed information needs to be retrieved from the market in a very short amount of time. In one particular consumer electronics industry, business process models describing the information flow in the backend of the product development process indicated massive data loss and also serious data quality degradation. This paper attempts to show how such losses can be mitigated and also proposes a business model that can adequately capture information of a higher quality and in a more structured manner. The end result will be a product development process that provides better feedback on current product performance and is more responsive to future market needs. Copyright © 2005 John Wiley & Sons, Ltd. [source] The Association Between Emergency Medical Technician-Basic (EMT-B) Exam Score, Length of EMT-B Certification, and Success on the National Paramedic Certification ExamACADEMIC EMERGENCY MEDICINE, Issue 9 2009Antonio R. Fernandez MS, NREMT-P Abstract Objectives:, Factors that affect success on the national paramedic certification examination have been identified. However, there are no known studies that have examined success on the paramedic exam with respect to either Emergency Medical Technician-Basic (EMT-B) examination score or length of EMT-B certification (which may reflect field experience gained prior to enrolling in paramedic training). The objectives of this study included assessing the relationship of EMT-B examination score and length of EMT-B certification to success on the national paramedic certification examination. Methods:, Study data were obtained from the National Registry of EMTs (NREMT). First attempts of the NREMT paramedic certification exam from 2002 to 2006 were included. To assure that EMT-B certification exam scores were recorded, analysis was limited to individuals in the 14 states that have utilized NREMT for initial certification of both EMT-Bs and paramedics since January 1, 1997. This also facilitated accurate calculations of the length of EMT-B certification. Results:, There were 11,163 individuals meeting inclusion criteria, and a complete case analysis was performed on 9,148, of whom 5,826 (63.7%) passed the national paramedic exam. The mean (±SD) score on the EMT-B cognitive exam was 75.5 (±6.4%), and the mean (±SD) length of EMT-B certification prior to paramedic testing was 3.2 (±2.3) years. When placed in a logistic regression model, the EMT-B exam score variable was categorized in quartiles (,71%, 72%,75%, 76%,79%, and ,80%), and the length of EMT-B certification variable was dichotomized (,1.6 years vs. >1.6 years). With respect to paramedic exam success, after controlling for known confounders, there was an increase in the odds ratio (OR) across each of the quartiles of EMT-B exam score. The largest difference was seen when comparing the lowest and highest quartiles (paramedic exam pass rates of 45.6 and 80.8%, respectively; OR = 5.4, 95% confidence interval [CI] = 4.7 to 6.2). Individuals whose length of EMT-B certification was >1.6 years had increased odds of passing the paramedic examination (OR = 1.2, 95% CI = 1.1 to 1.3). The multivariable logistic regression model demonstrated good fit (p = 0.62). Conclusions:, Both EMT-B examination score and ength of EMT-B certification are associated with success on first attempt at the cognitive portion of the national paramedic certification exam. Educators may wish to consider these two factors when determining paramedic program admission standards and/or consider these variables when determining how to allocate program resources. [source] Adaptation to host plants may prevent rapid insect responses to climate changeGLOBAL CHANGE BIOLOGY, Issue 11 2010SHANNON L. PELINI Abstract We must consider the role of multitrophic interactions when examining species' responses to climate change. Many plant species, particularly trees, are limited in their ability to shift their geographic ranges quickly under climate change. Consequently, for herbivorous insects, geographic mosaics of host plant specialization could prohibit range shifts and adaptation when insects become separated from suitable host plants. In this study, we examined larval growth and survival of an oak specialist butterfly (Erynnis propertius) on different oaks (Quercus spp.) that occur across its range to determine if individuals can switch host plants if they move into new areas under climate change. Individuals from Oregon and northern California, USA that feed on Q. garryana and Q. kelloggii in the field experienced increased mortality on Q. agrifolia, a southern species with low nutrient content. In contrast, populations from southern California that normally feed on Q. agrifolia performed well on Q. agrifolia and Q. garryana and poorly on the northern, high elevation Q. kelloggii. Therefore, colonization of southern E. propertius in higher elevations and some northern locales may be prohibited under climate change but latitudinal shifts to Q. garryana may be possible. Where shifts are precluded due to maladaptation to hosts, populations may not accrue warm-adapted genotypes. Our study suggests that, when interacting species experience asynchronous range shifts, historical local adaptation may preclude populations from colonizing new locales under climate change. [source] Theory Meets Practice: A Case Study of Preservice World Language Teachers in U.S. Secondary SchoolsFOREIGN LANGUAGE ANNALS, Issue 1 2006Article first published online: 31 DEC 200, Brigid M. Burke This case study looked at the transition of preservice teachers from world language education methods courses at a major U.S. university to a 5-week field experience in secondary school classrooms. Data included lesson plans and self-critiques of two lessons implemented during the field experience, world language teaching philosophies the preservice teachers wrote, e-mail correspondence between the preservice teachers and their supervisor reflecting on the field experience, a final reflection paper, and responses to an open-ended survey after completion of the field experience. Analysis of the data served to identify three teacher profiles: the communicative (CLT) teacher, the grammar-translation teacher, and the hybrid teacher (a mix of the two other profiles). The article concludes with discussion of the findings and their implications for university methods courses, field experiences, and professional development. [source] How Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for ActionFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Thomas C. Cooper PhD The project involved conducting an online survey of 341 current foreign language teachers in Georgia in order to determine how these K-12 teachers perceived and evaluated the effectiveness of their professional preparation. Close to 60% of the teachers in the sample were graduates of colleges and universities in Georgia. Most of the others had received their training from various other colleges and universities in the United States, and 51 individuals reported that they had graduated from foreign institutions. The survey consisted of 42 questions asking teachers to evaluate their preparation in language skills, knowledge of foreign language standards, planningfor instruction, methodology, using technology in instruction, meeting the needs of socially and economically diverse students, classroom management skills, and professional growth. The survey results strongly suggest that foreign language teacher development programs should include (1) more time spent in carefully supervised and monitored prestudent-teaching field experiences; (2) more careful mentoring of student teachers during the student-teaching internship; (3) more time spent in language learning experiences in countries where the target language is spoken; (4) more emphasis on developing foreign language proficiency in the requisite university classes; and (5) more effort spent on teaching effective classroom management. [source] Early life history of the Mediterranean gorgonian Paramuricea clavata: implications for population dynamicsINVERTEBRATE BIOLOGY, Issue 1 2008Cristina Linares Abstract. Knowledge about early stages of marine sessile invertebrates dispersing by means of free-swimming propagules is fundamental toward understanding their population biology. In this study, we describe and quantify survivorship of early stages of the gorgonian Paramuricea clavata to contribute to the understanding of their implications on population dynamics of this emblematic species of the Mediterranean hard-bottom communities. Spawning was recorded in June for the 3 years studied (2001,2003). High levels of fertilization rate were observed during the main spawning in 2001 and 2002 (62,69%). This appears to be related to the surface brooding mode of development, synchronous spawning, and high fecundity of the species. The timing of development of the blastulae was ,24 h and the planulae appeared after 48,72 h. In the laboratory, metamorphosis into polyp started between 8 and 25 d, but this timing may have been delayed by lack of unknown appropriate cues for settlement. The behavior of first developed planulae exhibited a marked negative phototaxis that may be a strategy to avoid competition with fast-growing algae on photophilous habitats. Despite the high fertilization rate in P. clavata, laboratory and field experiences indicate that survivorship through the planulae and polyp stages was very low, given that none of the settled polyps survived for >7 months in both experimental years. The low survival of the early stages may help explain the low recruitment rates observed in the field in addition to indicating major limitations for colonization of new areas and for persistence of the local population under disturbances. [source] Making formative assessment discernable to pre-service teachers of scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2010Gayle A. Buck Abstract The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of formative assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of formative assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre-service teacher education on formative assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402,421, 2010 [source] Ethnomethodological insights into insider,outsider relationships in nursing ethnographies of healthcare settingsNURSING INQUIRY, Issue 1 2004Davina AllenArticle first published online: 11 FEB 200 This article re-examines insider,outsider relationships in nursing ethnographies of healthcare settings as a case study in the wider sociological debate around reflexivity in field research. It focuses on the practices through which the fieldwork role is accomplished and the ,identity work' of nurse ethnographers. Insights derived from ethnomethodology are utilized in order to analyse selected aspects of real-life field experiences in order to enhance our understanding of this relatively neglected dimension of the research process. The article is offered as a contribution to an emerging body of scholarship that is directed at promoting a more rigorous and theoretically informed understanding of the conduct and reportage of ethnographic fieldwork. [source] Bridging the Gap: How Can Information Access and Exchange Between Conservation Biologists and Field Practitioners be Improved for Better Conservation Outcomes?BIOTROPICA, Issue 5 2009Terry Sunderland ABSTRACT It is widely accepted that there is a considerable gap between the science of conservation biology and the design and execution of biodiversity conservation projects in the field and science is failing to inform the practice of conservation. There are many reasons why this implementation gap exists. A high proportion of papers published in scientific journals by conservation biologists are seldom read outside of the academic world and there are few incentives for academics to convert their science into practice. In turn, field practitioners rarely document their field experiences and experiments in a manner that can meaningfully inform conservation scientists. Issues related to access to scientific literature, scientific relevance in multidisciplinary environments, donor expectations and a lack of critical analysis at all levels of conservation theory and practice are factors that exacerbate the divide. The contexts in which conservation biologists and field practitioners operate are also often highly dissimilar, and each has differing professional responsibilities and expectations that compromise the ability to learn from each other's expertise. Building on recent debate in the literature, and using case studies to illustrate the issues that characterize the divide, this paper draws on the authors' experiences of project management as well as academic research. We identify five key issues related to information exchange: access to scientific literature, levels of scientific literacy, lack of interdisciplinarity, questions of relevance and lack of sharing of conservation-related experiences and suggest new ways of working that could assist in bridging the gap between conservation scientists and field practitioners. [source] Participatory evaluation (I) , sharing lessons from fieldwork in AsiaCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2007B. Crishna Abstract Background There is a need to study methodologies for evaluating social development projects. Traditional methods of evaluation are often not able to capture or measure the ,spirit of change' in people, which is the very essence of human development. Using participatory methodologies is a positive way to ensure that evaluations encourage an understanding of the value of critical analysis among service providers and other stakeholders. Participatory evaluation provides a systematic process of learning through experiences. Methods Practical experiences of conducting a number of evaluation studies in social development projects have led the author to develop four basic principles of participatory evaluation strategies. This has been further conceptualized through an extensive literature search. The article develops and shares these principles through descriptions of field experiences in Asia. Results The article illustrates that the role of any evaluation remains a learning process, one which promotes a climate of reflection and self-assessment. It shows how using participatory methods can create this environment of learning. However, one needs to keep in mind that participatory evaluation takes time, and that the role and calibre of the facilitator are crucial. Conclusion Participatory evaluation methods have been recommended for social development projects to ensure that stakeholders remain in control of their own lives and decisions. [source] | |||||||||||||||||||