Fieldwork Portfolio - Assignment Example

al affiliation Introduction Fieldwork portfolio is a part of fieldwork assessment. Field work assessment is an activity that seeks to explain the response of the learners on the given subject of study. The learning objectives are one of the issues that have to be focused on in the process of reviewing, and field work assessment is always done to ensure that the students stick to the learning objectives. The results of the learner have to be accessed in accordance with the objectives, and the students have to make sure they have a proper understanding of performing in the fieldwork assessment. The students are given a chance to access the field of study, analyze and provide the feedback to their instructors. Specialists in field supervision also take part in the field assessment, and they give the feedback on the understanding of the students on the learning objectives. The fieldwork assessment tools include evaluation forms, written assignments, and recordings or video shoots. The above tools are submitted to the respective departments for analysis and grading. Field work portfolio as part of fieldwork assessment involves completing of some specified fieldwork tasks. The learners have to show the ability to do research, observing and analyzing results from the field of study. The learner has to demonstrate their capacity to interpret correctly and apply the course teaching and objectives. The fieldwork portfolio is, therefore, necessary for both the instructor and the reader. For the instructor, fieldwork assessment enables them to gauge and understand the level of consideration of the learner. Fieldwork portfolio allows the user to apply practically their teachings in class. Fieldwork portfolio is also helpful for the student to identify clearly their levels of weakness and where they did not understand in class. It is very crucial for the student to make some mistakes in fieldwork portfolio but correct themselves in real life. The assignment is therefore crucial for efficiency in application and understanding of the course work objectives. Planning task 1 commercially operated vessels are sea pitchers that ferry people and goods aboard. Commercially operated vessels are owned by individuals, firms or even the state. Despite who has ownership rights over any vessel, there are given conditions that have to be met on board, for the safety of people or products that are ferried. The conditions have to be met for proper running and functioning of the sea vessels (Bixler, 2014 pg. 38). Such conditions run from the operations of the ships to the charts and publications required inside the vessels. Although there are stipulated rules guiding on which types of charts are to be positioned in the vessel, there are also different requirements for the charts and publications that the vessels contain. In analyzing the requirements for the charts and publications, it is important to know the specific items in mind. Such maps include the electronic chart display system, which shows the position of the vessel on the water. The electronic chart display system uses a map image that has been exhibited on a computer to show the position of the vessel on the water. The second example of the charts and publications on water vessels is the nautical chart. Nautical charts are maps that show the necessities of the marine triangulations. The tables are designed in a unique ways and act as very vital instruments inside the vessel. The nautical charts are the basis for the successful sailing of the vessel, with them showing the depths of the waters and nature of the seabed. Nautical charts also show elevations and characteristics of the coast. The charts and publications in a vessel are therefore crucial for the safety of the controllers and the passengers. The charts and publications carried in the vessels require the IMO and the SOLAS chart carriage requirements. Any chart or book carried in any vessel must meet the stipulated performance standards. The charts and publications must go through the given bodies that can access their performance and gauge their accuracy. Charts like the electronic chart display system, therefore, have the required performance standards to be allowed in a vessel (Finlay, 2013 pg. 88). Other regulations that govern the inclusion of charts and publications in vessels include the time factor. The charts and publications included in a commercially operated vessel must be up to date. The time factor is crucial due to technological and technical improvements that are being made over time to increase the safety standards. The most recent charts and publications are highly recommendable for a prosperous voyage. Sailors and captains, therefore, have a regulation only to include the charts and publications that are up to date in their vessels. The charts and publications are maintained in several ways. The first way is ensuring that they are up to date. This is done by regularly updating the tables through the stipulated regulation bodies. Updating of the charts is recommended after every year of operation or less, depending on the chart or publication. Another way of maintaining the charts and publications in commercially operated vehicles is by restricting access (Wildman, 2014 pg. 56). The charts are only supposed to be accessed by the specialists or experts only, and when the need arises. The charts and publications should not be placed in the passengers section of the vessels, but only in entry restricted areas. Landing of the maps in the wrong hands may lead to tragedy. If the charts get torn or misplaced in the process of sailing, the vessel may lose the sense of control and direction, which result in death, losses or both. Planning task 2 A period of thirty days before the chosen day is going to be chosen. A period of thirty days is significant because it is a relatively long period that can be used to gauge one’s ability to predict the weather pattern over an extended period (White, 2015 pg. 36). In the study of the weather, it was noted that sunny and windy intervals occurred during the day and light rain showers during the night. Such weather for anchorage was best during the day. Sailing during the day would also require rafts to control the paving wind. Light showers during the night made it relatively difficult for the vessels on the water. Sailing within the period of forecast, therefore, was only advised during the day. On the actual day of field study, the weather during the day was mainly dominated by sunny intervals and a calm afternoon. Movement of the vessels was therefore relatively easy, with an increased ease of voyage (Wise, 2014 pg. 67). The predictions were not far off, as the sunny weather dominated the day. From the field study, therefore, it is relatively easy to predict possibly the weather patterns of a day for the voyage, although a little allowance of error is acceptable. Conclusion The fieldwork portfolio helped the learners to gain valuable knowledge in the field of commercially operated vessels. Experience in the charts and publications is essential in knowing the requirements that one should have in order to have or operate a commercial vessel. Knowledge of prediction patterns helps the learner avoid possible danger in the sea due to unpredictable weather patterns. References Bixler, G., Campbell, J., Dzwonczyk, R., Greene, H. L., Merrill, J., & Passino, K. M. (2014). Humanitarian Engineering at The Ohio State University: Lessons Learned in Enriching Education While Helping People. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 78-96. Ferns, S., & Moore, K. (2012). Assessing student outcomes in fieldwork placements: an overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207- 224. Finlay, N., Huggett, J., & McCulloch, M. (2013). Practical work portfolios and fieldwork experience: evaluating modes of assessment for archaeological skills. Research in Archaeological Education. Holtorf, C. (2014). Time for Archaeology!: A personal portfolio of fieldwork. Ternier, S., De Vries, F., Börner, D., & Specht, M. (2013). Mobile augmented reality with audio, supporting fieldwork of Cultural Sciences students in Florence. Wheeler, A., Young, C., Oliver, K., & Smith, J. (2011). Study skills enhancement through geography and environmental fieldwork. Planet, (24), 14-20. White, V. A. (2015). FINAL MA PORTFOLIO (Doctoral dissertation, Bowling Green State University). Wildman, L. (2014). Required Preliminary Administrative Service Credential Program Culminating Activities in California NCATE Accredited Universities. Educational Leadership and Administration: Teaching and Program Development, 25, 103-111. Wise, D., & Zwiers, J. (2014). Instructional Coaching in Guatemala: Reflection for Reform. International Education, 42(2), 5. Wise, D., & Zwiers, J. (2013). Instructional Coaching in Guatemala: Reflection for Reform. International Education, 42(2), 60. Read More