The phrase "a comparative field" is correct and usable in written English.
It can be used in contexts where you are discussing a field of study or research that involves comparisons between different subjects or variables.
Example: "In the realm of social sciences, sociology is often considered a comparative field, examining the differences and similarities between various cultures."
Alternatives: "a comparative area" or "a comparative domain".
We also related the presence of F. bicolor with occurrence of soil macro-fauna and other canopy dwelling plants in a comparative field survey.
A possible binding mode was generated via molecular docking simulation and a comparative field analysis (CoMFA) model was constructed to understand the structure-activity relationships.
It cannot be a subfield of American History such as Southern history or American women's history, but may be a comparative field with some American content (such as comparative labor history, imperialism, etc.).
A comparative field study by Yihenew et al. ([2007]) demonstrated the difference between conserved and non-conserved land.
When calculating mean fluorescence intensities a comparative field of view with equal number of cells was chosen for each analysis to compensate for the disparity between cell numbers in the wells containing treated and untreated cells.
From a comparative study of the field exciting between high voltage pulses energizing and high voltage direct current energizing, it was found that high voltage pulse energizing not only used lower energy but also had higher efficiency.
A description of the morphology and physicochemical properties of ZnO NPs is regarded as a comparative study in the field of cytotoxicity research [ 23, 24].
Envisaging comparative studies assessing VABB (stereotactically- vs ultrasound-guided) or even encompassing other biopsy procedures, e.g. core biopsy, would be promising; however the present study has not adopted a comparative study design leaving the field open for future studies.
It is strongly recommend that students in Asian, African, Latin American or Middle Eastern history, in addition to the early and modern fields in their area of specialization, present at least one field outside these areas, or an international or comparative field.
Moreover, three-dimensional requirements for activity were clearly observed using a 3D-QSAR study based on a comparative molecular field analysis (CoMFA).
A comparative molecular field analysis (CoMFA) model was constructed.
