Thematische Bibliographien / Workshop

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Auswahl der wissenschaftlichen Literatur zum Thema „Workshop“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Workshop"

Boglione, Luciano, und Liuqing Yang. „Workshow Overview [Workshop“. IEEE Microwave Magazine 11, Nr. 7 (Dezember 2010): 7. http://dx.doi.org/10.1109/mmm.2010.938578.

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Bouchard, Bruno, Kevin Bouchard, Noam Brown, Niyati Chhaya, Eitan Farchi, Sebastien Gaboury, Christopher Geib et al. „Reports of the Workshops of the 32nd AAAI Conference on Artificial Intelligence“. AI Magazine 39, Nr. 4 (01.12.2018): 45–56. http://dx.doi.org/10.1609/aimag.v39i4.2823.

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The AAAI-18 workshop program included 15 workshops covering a wide range of topics in AI. Workshops were held Sunday and Monday, February 2–7, 2018, at the Hilton New Orleans Riverside in New Orleans, Louisiana, USA. This report contains summaries of the Affective Content Analysis workshop; the Artificial Intelligence Applied to Assistive Technologies and Smart Environments; the AI and Marketing Science workshop; the Artificial Intelligence for Cyber Security workshop; the AI for Imperfect-Information Games; the Declarative Learning Based Programming workshop; the Engineering Dependable and Secure Machine Learning Systems workshop; the Health Intelligence workshop; the Knowledge Extraction from Games workshop; the Plan, Activity, and Intent Recognition workshop; the Planning and Inference workshop; the Preference Handling workshop; the Reasoning and Learning for Human-Machine Dialogues workshop; and the the AI Enhanced Internet of Things Data Processing for Intelligent Applications workshop.

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Culloty, Tonia, Derek L. Milne und Alia I. Sheikh. „Evaluating the training of clinical supervisors: a pilot study using the fidelity framework“. Cognitive Behaviour Therapist 3, Nr. 4 (Dezember 2010): 132–44. http://dx.doi.org/10.1017/s1754470x10000139.

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AbstractTheevaluation of supervisor training has featured weak measurement and lacked a coherent framework, limiting effectiveness. A literature review was first conducted to clarify the current status of supervisor workshop evaluations, related to the promising fidelity framework. This consists of five criteria: the workshop's design, the training (competence of the trainer), the delivery of the workshop, the learning of the participants (receipt), and the clinical practice outcomes (enactment). Second, we applied this framework to the training of supervisors (n = 17) in a cognitive-behavioural therapy (CBT) approach, by analysing one trainer leading two successive supervisors’ workshops. The review of the literature indicated that there were significant psychometric and conceptual deficiencies in the current evaluation of supervisor training. The data from the case-study analysis suggest that the manual-based workshop could be delivered with high fidelity by this trainer (e.g. the CBT approach to supervision received 89% approval). The fidelity framework provided a systematic, feasible and coherent rationale for the evaluation of supervisor training. Our preliminary findings indicated that the workshop was successful. To fulfil its promise as an improved way of evaluating supervisor training, the framework should be piloted with other trainers, instruments and workshops, using controlled designs.

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Palocaren, Jeeji, Renjith Raj Puthuparampil und Celine Mathew Thalappillil. „Two monologues do not make a dialogue: the need for medical specialty–specific communication workshops: population-based study“. BMJ Leader 3, Nr. 1 (21.01.2019): 15–18. http://dx.doi.org/10.1136/leader-2018-000083.

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AimIncreasing attacks on healthcare personnel in India have highlighted the need for improved communication between staff and patients. Currently, communication skill workshops target doctors and nurses, overlooking a key player relevant to patient satisfaction—allied health professionals (henceforth, AHPs). This study evaluates the impact of communication skills training for diagnostic laboratory and blood bank personnel on patient satisfaction scores.MethodThe impact of communication workshop for AHPs was tested through pre-workshop and post-workshop questionnaires to participants that tested how they handle communication with patients. Additionally, participants were also administered the questionnaire 4 months after the workshop to test knowledge retention. In parallel, the change in patient satisfaction towards AHPs was assessed by a pre-workshop and post-workshop patient survey.ResultsParticipants experienced a statistically significant improvement in communication skills, as measured by the pre-workshop and post-workshop questionnaires. This coincided with a significant increase in patient satisfaction scores after the workshop, as indicated by the patient satisfaction survey. The difference in communication skills scores between experienced and inexperienced personnel showed a marked decrease after the workshop, suggesting that such workshops can help inexperienced workers ‘catch up’ with more experienced workers. However, scores of all participants showed a statistically significant decrease after 4 months, suggesting that the use of such workshops can be enhanced through periodic refresher courses.ConclusionCommunication workshops for AHPs can play a crucial role in improving patient–hospital relations. These workshops can also help standardise services by bridging communication skill differences between experienced and inexperienced staff.

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Gao, Zenggui, Jiaying Li, Mengyao Dong, Ruining Yang und Lilan Liu. „Human–System Interaction Based on Eye Tracking for a Virtual Workshop“. Sustainability 14, Nr. 11 (03.06.2022): 6841. http://dx.doi.org/10.3390/su14116841.

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With the constant exploration and development of intelligent manufacturing, the concept of digital twins has been proposed and applied. In view of the complexity and intellectualization of virtual workshop systems, real workshops can link with virtual workshosp based on AR under the structure of digital twins, which allows users to interact with virtual information and perceive the virtual information superimposed on the real world with great immersion. However, the three-dimensionality of virtual workshops and interaction with complex workshop information can be challenging for users. Due to a shortage of input bandwidth and the nontraditional mode of interaction, a more natural interaction technique for virtual workshops is required. To solve such problems, this paper presents a technical framework for 3D eye movement interaction applied to a virtual workshop. An eye movement interaction technique, oriented to implicit interaction and explicit interaction, is developed by establishing behavior recognition and interaction intention understanding. An eye-movement experiment verifies the former’s accuracy is above 90% and had better recognition performance. A better feature vector group of the latter is selected to establish a model and verify its feasibility and effectiveness. Finally, the feasibility of the framework is verified through the development of an application example.

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Zhang, Qinglei, Yang Wei, Zhen Liu, Jianguo Duan und Jiyun Qin. „A Framework for Service-Oriented Digital Twin Systems for Discrete Workshops and Its Practical Case Study“. Systems 11, Nr. 3 (19.03.2023): 156. http://dx.doi.org/10.3390/systems11030156.

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To address issues in discrete manufacturing workshops, such as the difficulty for management personnel to coordinate workshop production and the challenge of visualizing and supervising a massive amount of temporary data, this paper proposes a service-oriented digital-twin-system framework for discrete workshops using the industrial IoT platform as the system-service platform to solve the problems of the opaque monitoring of operators in discrete workshops, the low interactivity of 2D monitoring systems, and the difficulty of the visual monitoring of workshop data. Firstly, the current situation of intelligent manufacturing workshop-monitoring demand in the context of new-generation information technology is analyzed, and a six-dimensional digital-twin-workshop-monitoring architecture is proposed, whereby a discrete workshop monitoring system based on the digital twin is constructed with IoT as the service platform. We will conduct research on the construction of virtual workshops for the system development process, twin data collection based on edge computing gateways, and dynamic monitoring of the production process. Finally, through the application of this system framework in a movable-arm-production workshop, the more intelligent human–machine interaction process of browsing and controlling workshop information, such as the equipment layout and production processes in the virtual workshop, has been realized. This includes data acquisition based on edge-computing gateways, dynamic real-time monitoring of the production process, etc., which provides a reference for realizing the visual monitoring of the discrete workshop.

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Nishimura, Naoko, Nobuhiro Inoue, Hiroaki Masuhara und Tadahiko Musha. „Impact of Future Design on Workshop Participants’ Time Preferences“. Sustainability 12, Nr. 18 (21.09.2020): 7796. http://dx.doi.org/10.3390/su12187796.

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In this paper, we examine the impact of Future Design (FD) on public workshops organized in Matsumoto city, Japan, for its city hall renovation plan. We ran an FD workshop and an ordinary workshop as a control, and the participants were randomly assigned to one of the two workshops. We identified the SVO (social value orientation) type (pro-social, pro-self, and other) and elicited time preference of each participant using simple questionnaires that were independent of the context of the workshops. We found that pro-self individuals tend to have shorter time perspectives than pro-social individuals before the workshops. While the pro-self individuals who went through the ordinary workshop became even more myopic, we did not detect such adverse effects in the FD workshop. This contrast between the ordinary and FD workshops is consistent with the qualitative differences in the policy outcomes between the two workshops. The discussions in the ordinary workshop tended to focus on the resolution of today’s needs, such as acquiring more rooms and more services, etc., while the discussions in the FD workshop focused on the more fundamental functions of the city hall that will be needed in the future, thereby leading to more constructive policy proposals. Such demand-based discussions in the ordinary workshop may have been a result of the growing myopia within the pro-self participants, who insisted on ensuring their current needs.

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Dixit, Arti, P. Dhanalakshmi, Pallavi Tripathi Rameshchandra, Karina S. Chachlani, Bhavna Jha Kukreja, Ananya, Amit Kumar und Bhumika Kamal Badiyani. „Effectiveness of Online vs. In-Person Periodontal Health Workshops for Public Awareness“. Journal of Pharmacy and Bioallied Sciences 16, Suppl 1 (Februar 2024): S780—S782. http://dx.doi.org/10.4103/jpbs.jpbs_1006_23.

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ABSTRACT Background: Periodontal health is a critical aspect of overall oral health, yet public awareness and education on this topic remain limited. With the increasing prevalence of online health education platforms, it is essential to evaluate the effectiveness of online periodontal health workshops compared with traditional in-person workshops on improving public awareness Materials and Methods: Study Design: This randomized controlled trial (RCT) aimed to assess the impact of online and in-person periodontal health workshops on public awareness. Participants (N = 500) were randomly assigned to one of two groups: the online workshop group or the in-person workshop group. Online Workshop: Participants in this group accessed an interactive online periodontal health workshop, consisting of video presentations, animations, and quizzes. The workshop covered topics, such as gum disease prevention, oral hygiene, and the importance of regular dental checkups. In-Person Workshop: Participants in this group attended a traditional in-person periodontal health workshop conducted by dental professionals. The content and duration of this workshop mirrored the online version. Pre- and Postworkshop Assessments: Both groups completed pre-workshop and postworkshop assessments, including a knowledge questionnaire and a self-assessment of oral health habits. Arbitrary scores were assigned to quantify knowledge gain (0–100%). Results: Participants in the online workshop group showed a mean knowledge gain of 30% (standard deviation (SD) = 5.2), while those in the in-person workshop group exhibited a mean knowledge gain of 35% (SD = 4.7). The self-assessment of oral health habits indicated an improvement in both groups, with 60% of participants reporting better oral hygiene practices Conclusion: Both online and in-person periodontal health workshops demonstrated effectiveness in improving public awareness and promoting better oral health habits. Combining both modalities could be an effective strategy for comprehensive public education on periodontal health.

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Arribathi, Abdul Hamid, Saryani Saryani und Haris Haris. „PERANCANGAN APLIKASI SMART SEMINAR DAN WORKSHOP BERBASIS WEBSITE“. Journal CERITA 5, Nr. 2 (01.08.2019): 156–64. http://dx.doi.org/10.33050/cerita.v5i2.409.

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Seminars and workshops are inseparable activities from the world of education in higher education. As the implementation of the Tridharma of Higher Education is teaching, research and service. The results of the research conducted require publication through writing or seminars and workshops. However, there are still many seminars and workshops that hold it conventionally starting from the announcement of the event, registration of participants, to the process of implementing the event. So that it feels less effective. Therefore a Smart Seminar and web and Android based Workshop system is needed, which can facilitate the announcement of events and registration of participants online, absent attendees with QRCode, and make participants able to ask questions directly through the application without interrupting the content being conveyed by the speaker. The research method that was carried out in the first stage was collecting data and information through interviews, literature studies, and Focus Group Discussion (FGD) with seminar and workshop experts. The second stage is to build the system using the Waterfall type SDLC (System Development Life Cycle) method. The Waterfall Model provides a sequential or sequential software lifecycle approach starting from analysis, design, coding, testing, and maintenance. The results of the Smart Seminar and Worksop system design can facilitate educational institutions in conducting seminars and workshops effectively and more quality, as well as more interactive between participants and speakers in terms of questions and answers. This application can be accessed via a web browser or with an Android application.

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Borisova, Tatiana, und Pilar Useche. „Exploring the Effects of Extension Workshops on Household Water-use Behavior“. HortTechnology 23, Nr. 5 (Oktober 2013): 668–76. http://dx.doi.org/10.21273/horttech.23.5.668.

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The effectiveness of 2-hour extension workshops focused on residential water conservation is examined. We used a sample of irrigation water-use data for 57 workshop participants and 43 nonparticipants, and applied a fixed effect regression analysis method. The results show that the workshops were effective in reducing attendees’ irrigation water use; however, the effect was short-lived. Furthermore, the effect of the workshop attendance depended on the household sample considered, and for a subsample of low-use workshop participants, water use tended to increase following the workshop.

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Dissertationen zum Thema "Workshop"

Asteberg, Henrik. „Distribuerade designworkshops med fysiskt workshop-kit : Hur engagemanget hos deltagarna i distribuerade workshops kan höjas“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176678.

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För att ta reda på vilka utmaningar designers upplever i samband med distribuerade workshops genomfördes en förstudie där designers intervjuades och utifrån intervjuerna kunde flera utmaningar identifieras. Bland annat var det utmanande att få deltagare engagerade, att få dialoger och samtal att fungera bra över videosamtal och att tekniken inte var tillräckligt lättanvänd för alla deltagare. Efter förstudien valdes en av dessa utmaningar ut som fokus för en uppföljningsstudie och utmaningen som valdes var att höja engagemanget hos deltagare i distribuerade designworkshops. För att undersöka detta genomfördes studien med designforsknignsmetoder där skisser och olika prototyper utformades och utvärderades. Den slutgiltiga prototypen av ett fysiskt workshop-kit testades i ett experiment med mellangruppsdesign där engagemanget mättes med User Engagement Scale. Efter workshoparna intervjuades även flera deltagare ur varje grupp om deras upplevelse. Resultatet från User Engagement Scale påvisade inte någon statiskt signifikant skillnad mellan de två grupperna men i intervjuerna lyftes flera olika aspekter och attribut som bidrar till engagemanget, vare sig ett workshop-kit används eller ej. Inledningsvis behöver det väckas ett intresse genom det första intrycket och då är workshop-kitet en värdefull tillgång då det väcker intresse och spänning hos deltagarna genom den visuella utformningen och spänning inför vad det kan innehålla. För att behålla engagemanget under workshopen är det viktigt att deltagarna får vara aktiva och interagera snarare än att vara passiva. När de själva är aktiva ökar deras anknytning till workshopen vilket bidrar till engagemanget. Det bidrar även ifall de får vara med och influera de olika momenten, exempelvis genom omröstningar eller att få ta ledaransvar under olika moment. Anknytning kan även skapas socialt i gruppen för att höja engagemanget. Workshop-kitet var utformat för att stötta den sociala interaktionen i gruppen, något som flera deltagare upplevde hade en positiv inverkan på gruppdynamiken och workshopen. När fysiska artefakter utformas för workshops är det fördelaktigt ifall de är visuellt tilltalande och intresseväckande då det skapar spänning inför workshopen och de olika momenten, detta hjälper till att öka engagemanget. Att ha variation i workshopen bidrar även till bibehållandet av engagemanget hos deltagarna, workshop-kitet bör således bidra till variation och nya intresseväckande moment under workshopen. Vid utformandet av det fysiska workshop-kitet är det även viktigt att ha i åtanke att det behöver stötta den digitala workshopen samtidigt som den inte ersätter funktioner som fungerar bättre online och de fördelar som finns med online-verktyg. Utifrån detta rekommenderas det att de fysiska föremålen ska kunna användas av varje deltagare enskilt och att samarbetet inte bygger på att deltagarna kan se eller interagera med varandras artefakter.
In order to understand what challenges designers experience when facilitating distributed workshops, a study was conducted where designers were interviewed about their experiences. From this several challenges were identified, for example, that it is difficult to get participants engaged, to have group conversations over video call and that the technical tools might be too difficult to use for some workshop participants. After this, another study was performed focusing on the question of increasing the engagement of participants in distributed workshops. In order to answer this question, the study followed a research through design approach where sketches and prototypes were made and the final prototype of a physical workshop-kit was evaluated in an experiment with an experimental group and a control group. The User Engagement Scale was used to measure the engagement and after the workshops several interviews were conducted with participants about their experience participating. The result from the Use Engagement Scale did not show a statistically significant difference between the two groups, however, several attributes and aspects contributing to engagement were mentioned in the interviews. To start with, there needs to be an interest that sparks the engagement, this can be done with the physical workshop kit since it looks interesting and makes the participants eager to know what it contains. In order to maintain the engagement during the workshop it is important that the participants are kept active rather than passive, this creates a connection that increases the engagement. Another way to increase the connection is by letting the participants influence the workshop, for example through voting or by letting them take leadership in some activities in the workshop. There can also be a social connection in the group which increases the engagement and the workshop-kit was partly aimed at facilitating the social interaction in order to increase the engagement. This had a positive effect on the group dynamics and the workshop according to participants. When physical artifacts are designed for a workshop it is beneficial if they are visually appealing and interesting since that creates interest leading up to the workshop, this interest increases the engagement. To have variation in the workshop also increases the engagement and thus the workshop-kit could be designed to support variation and new interesting activities during the workshop. Another aspect to keep in mind when designing a physical workshop-kit for distributed workshops is that it needs to support the digital workshop but at the same time not replace the strengths of the digital tools. Based on this it is recommended that the physical artifacts are designed to be used individually by the participants and that the cooperation does not build on the participants being able to see or interact with each other's artifacts.

Framläggningen genomfördes på distans över videosamtal i Microsoft Teams.

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Anders, Jörg. „WORKSHOP "MOBILITÄT"“. Universitätsbibliothek Chemnitz, 2001. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200100538.

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Holt, Jim, und Josh Cusick-Lewis. „Dermoscopy Workshop“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6459.

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Arteaga, Gonzales Silvana Luz, Bailon Martha Noraly Cerna, Hurtado Katherine Del Pilar Chacon, Aparcana Brenda Sofia Gamboa und Ureta Giovanni Saul Quispe. „Workshop Tematic“. Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652301.

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El presente plan de negocio realizado durante el ciclo 2020-1, denominado Workshop Tematic, es un nuevo servicio de asesoría de inglés online dirigido a jóvenes de 15 años a más pertenecientes al sector B y C del departamento de Lima. A través de este servicio, los estudiantes podrán tener acceso a asesorías en determinados temas que tengan mayor dificultad o que desean mejorar. Actualmente, existen muchos estudiantes que no reciben una buena enseñanza en su centro de estudios, por lo que optan por buscar otros mecanismos de enseñanza como herramientas online para poder adquirir mayor conocimiento en el inglés. Estas clases de reforzamiento serán dictadas por jóvenes tutores altamente capacitados en el idioma, quienes presentan habilidades y experiencia en lo que respecta a la enseñanza. Todo ello mediante las plataformas Google Meet y Zoom, las cuales permiten una adecuada interacción entre los estudiantes y los tutores de manera virtual. Para realizar un adecuado análisis de la viabilidad de nuestro negocio, se hizo una investigación detallada en el sector, en la cual se logró identificar las ventajas de nuestro servicio online frente a las propuestas de enseñanza presencial en el idioma. Agregado a ello, se pudo identificar la inclinación de los clientes por el aprendizaje online, puesto que se acomodan mejor a sus horarios de trabajo, estudios y otras actividades. Al finalizar el presente proyecto de investigación, se llega a la conclusión que este tipo de negocio online es rentable, lo cual se evidencia en el análisis de los indicadores financieros de nuestro plan de negocio.
The present business plan carried out during the 2020-1 cycle, called Workshop Thematic, is a new online English guidance service aimed at young people from 15 years to more belonging to sector B and C of the department of Lima. Through this service, students can have advice on certain topics that are more difficult or that they want to improve. Currently, there are many students who do not receive a good teaching in their study center, so they choose to look for other teaching mechanisms as online tools to gain more knowledge in English. These classes will be taught by young tutors highly trained in the language, who will present skills and experience in what respects teaching. Students and tutors will have properly interaction in a virtual way by means of Google Meet and Zoom platforms. In order to analyse the viability our business, a specific investigation was carried out in the sector, where the advantages of our online service were identified and compared to traditional teaching. In addition, it was possible to identify a great interest for e-learning in people, since this adjust to their work, study and other activities. At the end of this research project, it concluded that this type of online business is profitable, which is evidenced in the analysis of the financial indicators in our business plan.
Trabajo de investigación

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VÃ©lez-Alvarez, Luis. „Community Workshop“. Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31078.

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Operating within a dense urban context, a public building recognizes the activities that are contained within its boundaries... further tying the place to a larger urban spatial sequence.
Master of Architecture

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Bartnik, G., J. Durrant, G. Hesse, Marc A. Fagelson und R. Tyler. „Tinnitus Workshop“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1670.

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Epps, Susan Bramlett. „Motivation Workshop“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2580.

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Brooks, Billy, und Kate Callahan. „SAS Workshop“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3189.

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Ehrig, Matthias. „Workshop Intranet 1997“. Universitätsbibliothek Chemnitz, 1997. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-199700439.

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Vortragsfolge: Karsten Priemer: Integration heterogener Applikationsumgebungen in Intranets mit Web - Technologien Swen Gerber: Netzcomputer-Konzepte Sven Graupner: JavaOS - Ein Betriebssystem für Intranets? Patrick Voigt: Netscape Internet Foundation Classes (IFC) Christoph Ziegler: MONARCH - Stand und künftige Aufgaben Holger Trinks: WWW-Robots Frank Richter: ¨Das richtige Mailprogramm¨ Bert Auerbach: Internet-Suchsysteme Frank Richter: Directories - Technologien und Datenadministration Ralph Sontag: Aufbau einer Certification Authority Jörg Hüttmann: Digitales Geld Mario Küchler: Internet-Telefonie Torsten Naumann: Ressourcensteuerung für Internet-Zugänge Michael Hasenstein: Eine zentrale Faxserverlösung auf Basis Hylafax+Web-Frontend Ronald Wahl: Intranet-Nutzermanagement Wolfgang Riedel: Konzepte der Software-Refinanzierung Marco Günther: Linux kontra NT - ¨strategische Plattformen¨? - Teil I Thomas Riedel: Linux kontra NT - ¨strategische Plattformen¨? - Teil II Dietmar Grunewald: WINDOWS-NT im öffentlichen PC-Pool Teil I: Servereinsatz und Nutzerverwaltung Jens Wagner: WINDOWS-NT im öffentlichen PC-Pool Teil II: Anwendungssoftware Matthias Ehrig: Diskless Linux - Möglichkeiten der SysAdmin Matthias Clauß: Skalierbare Systemadministration von LINUX-Rechnern Christian Bobber: WWW-Sicherheitsaspekte Thomas Müller: Authentisierung und Verteilung von Konfigurationsfiles Thomas Förster: Verzeichnissysteme für neue Anwendungen Jürgen Winkler: MathLink - der Kommunikations-Standard von Mathematica Ludwig Wolf: Ethernet - neue Normen, neue Perspektiven Thomas Schier: ATM - Standards und deren praktischer Einsatz Günther Fischer: IP-Routing in unserem (ATM-)Netz Prof. Uwe Hübner: Intranet - Erwartungen und Entwicklungen

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Sentance, Sue, und Steve Hodges. „.NET Gadgeteer Workshop“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6465/.

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Bücher zum Thema "Workshop"

Grant, Duncan. Duncan Grant, designer and decorator: 23 May - 22 June 1990. London: The Bloomsbury Workshop, 1990.

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Building 2000. (3rd 1988 Barcelona). Daylighting workshop, atria workshop, cooling workshop: Proceedings Building 2000 workshops, Barcelona, 1-3 December, 1988. Dordrecht: EGM Engineering, 1988.

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Boghossian, Elizabeth. Ethnic Archives Workshop report. [Ottawa]: Multiculturalism Canada, 1985.

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ill, Wisniewski David, Hrsg. Workshop. New York: Clarion Books, 1998.

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Gender Sensitization Workshop (2000 Arusha, Tanzania). Workshop proceedings: Gender Sensitization Workshop. Arusha, Tanzania: ANNEA, 2000.

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Gender, Sensitisation Workshop (2nd 2002 Kampala Uganda). Workshop proceedings: 2nd Gender Sensitisation Workshop. Arusha, Tanzania: ANNEA, 2001.

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Mahāwitthayālai Chīang Mai. Dept. of Forest Resources., Hrsg. Community Forestry Workshop: A workshop report. Chiang Mai: The Dept., 1997.

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Norway) Antarctic Protected Areas Workshop (1st 1998 Tromsø. Antarctic Protected Areas Workshop: Workshop report. Tromsø: Norsk polarinstitutt, 1998.

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Vila, Bob. Bob Vila's workshop: The ultimate illustrated handbook for the home workshop. New York: Morrow, 1994.

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Vol'vak, Sergey. Hydraulics. Workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045068.

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Study guide corresponds to the program discipline "Hydraulics". Consists of two parts and is for carrying out practical and laboratory works. The first part provides material on the basics of the calculation of hydraulic machines, hydraulic drives of agricultural machinery, systems of land reclamation and hydraulic transport for development of skills of application of theoretical information to solve specific technical problems and development practices of hydraulic calculations. The second part contains material for the study of the methods and instruments for measuring pressure, the study of the equation of Bernoulli, determination of hydraulic resistance, the study of the structure and principles of operation of positive displacement pumps and dynamic-type, cylinders, volumetric hydraulic drive and hydrodynamic transmission elements and schemes of irrigation systems and agricultural water supply. To conduct practical and laboratory classes for students of all forms of training in the direction of training 35.03.06 "Agroengineering", as well as for graduate students, teachers and technical workers of agriculture.

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Buchteile zum Thema "Workshop"

Lin, Lawrence, A. S. Hedayat und Wenting Wu. „Workshop“. In Statistical Tools for Measuring Agreement, 139–52. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0562-7_7.

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Ullberg, Eskil, Leif Edvinsson und Carol Yeh-Yun Lin. „Workshop“. In Intangible Asset Gap in Global Competitiveness, 73–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55666-2_7.

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Peipe, Sabine. „Workshop“. In Visualisieren in Workshops, Meetings und Präsentationen, 129–40. München: Haufe, 2023. http://dx.doi.org/10.57088/978-3-648-16658-1_15.

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Parker, Emelie, und Tess Pardini. „Workshop“. In Words Came Down!, 35–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032682907-4.

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Peipe, Sabine. „Workshop“. In Visualisieren in Workshops, Meetings und Präsentationen, 129–40. München: Haufe, 2023. http://dx.doi.org/10.34157/978-3-648-16658-1_15.

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Cole, G. D. H. „Workshop Committees and Workshop Bargaining“. In The Payment of Wages, 93–101. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003424321-11.

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Pentenrieder, Annelie, Peter Hahn, Scarlet Schaffrath, Benedikt Krieger, Stefanie Brzoska, Robert Peters, Matthias Künzel und Ernst Andreas Hartmann. „Designing Explainable and Controllable Artificial Intelligence Systems Together: Inclusive Participation Formats for Software-Based Working Routines in Industry“. In New Digital Work, 135–48. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26490-0_8.

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Abstract“This is what it would look like if your AI (Artificial Intelligence) system was explainable to and controllable by you.” With this title, a co-creation workshop was hosted by the Berlin-based Institute for Innovation and Technology (iit) on December 1, 2021. The workshop addressed the question of how artificially intelligent systems can be designed to be explainable and controllable in collaboration with different user groups. The workshop tested sociotechnical design methods for the participatory inclusion of potential users in the development process. An interactive matrix helped to collect ideas from participants and differentiated sociotechnical aspects on a technical, organizational, and human level.As a second method, drafters (a.k.a. graphic recorders) accompanied the workshop and visualized the computer system´s interface according to the discussion. The following article introduces these two workshop methods, presents the results and gives recommendations based on the experiences for future workshops. The workshop format also addresses the challenge of operationalizing ethical principles in the design of AI.

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Dewey, K., C. Garza, R. Martorell, M. S. Kramer, L. A. Hanson und R. K. Chandra. „Report of Epidemiology Workshop: Workshop Notes“. In Human Lactation 3, 361–66. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-0837-7_39.

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Stopa, Peter J., und Michael A. Bartoszcze. „Workshop Conclusions“. In Rapid Methods for Analysis of Biological Materials in the Environment, 299. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9534-6_23.

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Balakrishnan, Mahesh, Maya Haridasan, Prakash Linga, Hongzhou Liu, Venu Ramasubramanian, Sean Rhea, Manpreet Singh et al. „Workshop Report“. In Peer-to-Peer Systems IV, 1–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11558989_1.

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Konferenzberichte zum Thema "Workshop"

„Workshops [4 workshop abstracts]“. In 2014 IEEE Intelligent Vehicles Symposium (IV). IEEE, 2014. http://dx.doi.org/10.1109/ivs.2014.6856386.

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De Lima, Thiago Gomes, Sisse Grøn, Ole Broberg und Francisco De Assis Esteves. „Virtual Co-creation Workshop: Collaboration Design for Place Innovation“. In ServDes.2023 Entanglements & Flows Conference: Service Encounters and Meanings Proceedings, 11-14th July 2023, Rio de Janeiro, Brazil. Linköping University Electronic Press, 2023. http://dx.doi.org/10.3384/ecp203004.

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In this paper, we investigate how virtual co-creation workshops can be conducted. Therefore, sharing experiences with virtual collaborative methodologies is interesting to support researchers, designers, students, and professionals interested in innovation. Thus, the workshop serves as an illustrative case to convey our knowledge of this growing phenomenon, so it is intended to share an experience of design and evaluation of an experiment in virtual co-creation workshops aiming to contribute to the collaboration design for Place Innovation. We found that some challenges must be considered when planning co-creation workshops virtually, especially for Place Innovation, among them: the participants' ability to deal with modern technologies, internet connection, time zones, and languages to be adopted. In this way, we suggested one script to plan co-creation virtual at three stages: pre-workshop, execution, and post-workshop, as well as the tools and techniques that the researchers and designers could use in each phase of this journey. Some recommendations are related.

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„ISM Workshops 2008 Workshop Organizers“. In 2008 Tenth IEEE International Symposium on Multimedia. IEEE, 2008. http://dx.doi.org/10.1109/ism.2008.9.

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Paul Sebastian Piest, Jean, Maria Eugenia Iacob und Marcel Wouterse. „Designing intelligence amplification: organizing a design canvas workshop“. In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002739.

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Based on the related paper about the design of intelligence amplification, in which a design canvas and design principles are introduced, this poster provides researchers, practitioners, and trainers practical guidance to organize a design canvas workshop using the intelligence amplification design canvas. Building on the experience and evaluations from design canvas workshops with practitioners, this poster presents a step-by-step approach with practical guidelines to prepare, deliver, and evaluate a design canvas workshop. The poster complements the paper with a blended workshop design and links to supplementary materials.

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„Evaluation Report for Early-Career Professionals Workshop Series“. In Early-Career Professionals Workshop Series. UNU-IIGH, 2021. http://dx.doi.org/10.37941/xwrq8041.

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As part of UNU-IIGH's initiative to strengthen capacity around local decision-making and translate evidence into policy, in the year 2020, UNU-IIGH collaborated with Lancaster University on a series of workshops for early-career professionals. The first instalment of the virtual workshop series, titled 'Research to Policy', was held on 14 October 2020 to provide insights into the stakeholder engagement process. This workshop aimed to provide an overview of how to collaborate with stakeholders across sectors and identify potential stakeholders and strategies for engagement. The second instalment of the workshop series was held on 18 November 2020, focusing on 'The Art of Storytelling for Influencing Policy'. The main objectives of this workshop were: 1) to understand the definition of stories and the importance of storytelling for decision-making; 2) to understand how to create stories (who is the audience, what are the key narrative components), and 3) to practice scripted, oral, and visual storytelling.

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Crespo Claudio, Yazmín M., und Omayra Rivera Crespo. „WORKSHOP : Collective Architectures“. In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.16.

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A design-build workshop organized by Taller CreandoS in Encargos a collective founded by four female architecture professors; Yazmín M. Crespo, AndreaBauzá, Irvis González y Omayra Rivera, at La Perla, a community outside the northern historic city-wall of old San Juan, Puerto Rico. Together the professors share interests to revitalize deteriorated and abandon urban spaces with ephemeral interventions and participative workshops in an effort to redefine the conventional way of understanding the professional practice of architecture. The workshop invited students from the three architecture and design schools in Puerto Rico; Polytechnic University of Puerto Rico, University of Puerto Rico School of Architecture, Pontifical Catholic University of Puerto Rico and the school of Visual Arts in Old San Juan to work together with international architecture collectives Todo porla Praxis from Madrid, Spain; Arquitectura Expandida from Bogotá, Colombia; and FG Studio from New YorkCity in three design-build projects together with the community. The workshop included lectures by the three international architects’ collectives, a design charrette, community presentations, final review, a round table and construction of the interventions from August 31to September 7, 2013.

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„Pre-Conference Workshops and Special Educational Workshop“. In Proceedings of the 45th IEEE Conference on Decision and Control. IEEE, 2006. http://dx.doi.org/10.1109/cdc.2006.376877.

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Alexander, Jason, und Daniela Busse. „Session details: Workshops, Workshop-Studios, & Studios“. In TEI '15: Ninth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3246891.

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„Workshops Chairs Message Welcome from Workshop Chairs“. In 2023 IEEE International Conference on Pervasive Computing and Communications Workshops and other Affiliated Events (PerCom Workshops). IEEE, 2023. http://dx.doi.org/10.1109/percomworkshops56833.2023.10150411.

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Wang, Chenxi, Yuanbo Sun, Qianqian Lin, Ruowei Cao und Yinan Che. „Online Teaching Platform of Design Thinking Workshop“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001915.

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This paper aims to discover the problems encountered in conducting design thinking workshops online, which is also the starting point and the anchor point of the online teaching platform design. Through literature research, the problems existing in the existing teaching platform were obtained, and the competitive analysis was carried out to obtain the most suitable teaching platform for conducting online design thinking workshops. An online teaching experiment was carried out to explore the specific problems existing in the online design thinking workshop. The results show that the problems of online design thinking workshops can be summarized in four areas: technology, collaboration between groups, insufficient interaction between teachers and students, and lack of atmosphere. The findings of this study can be translated into user requirements in the future, and then transform the functionality of the teaching platform and carry out the design of the teaching platform.

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Berichte der Organisationen zum Thema "Workshop"

Kuykendall, Tommie G., Jacob Lee Allsop, Benjamin Robert Anderson, Marc Boumedine, Cedric Carter, Seanmichael Yurko Galvin, Oscar Gonzalez et al. UVI Cyber-security Workshop Workshop Analysis. Office of Scientific and Technical Information (OSTI), Juli 2015. http://dx.doi.org/10.2172/1235643.

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Turnhout, Esther, Alexandra Supper und Andreas Weber. Archiving (online workshop): Autumn Workshop 2023. Netherlands Graduate Research School of Science, Technology and Modern Culture, 2023. http://dx.doi.org/10.3990/4.2666-2892.2023.03.

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Lee, Wellington K., Tyler Morris, Andrew Chu, Katrina Gilmore, Joshua Russ und Aliyah Carter. ABQ ThunderBird Cup v3.0 Alpha Worksop: Workshop Analysis 2016. Office of Scientific and Technical Information (OSTI), November 2016. http://dx.doi.org/10.2172/1334945.

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Papadakis, Stamatios, Арнольд Юхимович Ків, Hennadiy M. Kravtsov, Viacheslav V. Osadchyi, Maiia V. Marienko, Olga P. Pinchuk, Mariya P. Shyshkina et al. Revolutionizing education: using computer simulation and cloud-based smart technology to facilitate successful open learning. Криворізький державний педагогічний університет, März 2023. http://dx.doi.org/10.31812/123456789/7375.

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The article presents the proceedings of two workshops: Cloud-based Smart Technologies for Open Education Workshop (CSTOE 2022) and Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2022) held in Kyiv, Ukraine, on December 22, 2022. The CoSinE workshop focuses on computer simulation in education, including topics such as computer simulation in STEM education, AI in education, and modeling systems in education. The CSTOE workshop deals with cloud-based learning resources, platforms, and infrastructures, with topics including personalized learning and research environment design, big data and smart data in open education and research, machine learning for open education and research, and more. The article includes a summary of successful cases and provides directions for future research in each workshop’s respective topics of interest. The proceedings consist of several peer-reviewed papers that present a state-of-the-art overview and provide guidelines for future research. The joint program committee consisted of members from universities and research institutions worldwide.

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Bristow, Q. Instrumentation workshop. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1986. http://dx.doi.org/10.4095/123634.

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Dyck, A. V. Interpretation workshop. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1986. http://dx.doi.org/10.4095/123635.

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Eastman, Roger, Elena Messina, Tsai Hong, Hui-Min Huang, Mike Shneier, Jane Shi und James Wells. Workshop report :. Gaithersburg, MD: National Institute of Standards and Technology, 2010. http://dx.doi.org/10.6028/nist.ir.7664.

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Greer, Christopher, Edward Griffor und David Wollman. Workshop report :. Gaithersburg, MD: National Institute of Standards and Technology, September 2019. http://dx.doi.org/10.6028/nist.sp.1900-320.

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Olshansky, Steve. CSI2 Workshop. Internet2, Juli 2007. http://dx.doi.org/10.26869/ti.86.1.

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Schlenoff, Craig I. Workshop Report:. Gaithersburg, MD: National Institute of Standards and Technology, 2022. http://dx.doi.org/10.6028/nist.ir.8442.

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