Thematische Bibliographien / Workshop / Dissertationen
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Dissertationen zum Thema „Workshop“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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1

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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2

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

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3

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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4

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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5

Vélez-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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6

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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7

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

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8

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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9

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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10

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

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11

Howell, Jenny. „Dance Theater Workshop“. ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/aa_rpts/116.

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The following report documents the internship performed by Jenny Howell at Dance Theater Workshop (DTW) in New York, New York from January 11, 2010 to April 16, 2010. Since 1965, DTW has existed as a non-profit organization devoted to presenting and supporting contemporary dance and the artists who create it. DTW currently operates from its building located at 219 West 19th Street between Seventh and Eighth Avenues in the Chelsea district. During this time with DTW, I worked closely with the Marketing and Development Departments as the Audience Engagement intern responsible for the organization and execution of the audience engagement activities and special events. This report includes information regarding DTW's history and organizational structure. It explains the duties I performed and my overall contributions. It also discusses the strengths, weaknesses, opportunities, and threats of the organization. Finally, it presents current best practices in areas of the non-profit field, and makes recommendations for DTW based on this research.
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12

Blackwelder, Reid B. „Medical Jeopardy Workshop“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6970.

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13

Weierbach, Florence M. „Health Caregivers Workshop“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7405.

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14

Eibl, Maximilian, Jens Kürsten und Marc Ritter. „Workshop Audiovisuelle Medien“. Universitätsbibliothek Chemnitz, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200900957.

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Audiovisuelle Medien stellen Archive vor zunehmende Probleme. Ein stark wachsender (Web-)TV-Markt mit Sende- oder Rohmaterial, zunehmender Einsatz von medial aufbereitetem Lehrmaterial in Schulen, Hochschulen und Firmen, die Verbreitung der Videoanalyse als Forschungs- und Lehrmethode, die Ausbreitung von Überwachungskameras sowie die immer günstigeren Produktionsbedingungen vom professionellen Produzenten bis zum Heimvideo sind nur einige Stichworte um die neuen quantitativen Dimensionen zu umreißen. Die archivarischen und dokumentarischen Werkzeuge sind heute mit dieser Situation überfordert. Der Workshop versucht hier Probleme und Lösungsmöglichkeiten zu umreißen und beschäftigt sich mit den technologischen Fragestellungen rund um die Archivierung audiovisueller Medien, seien es analoge, digitalisierte oder digitale Medien. Dabei werden zum einen die technologischen Probleme angesprochen, die zum Aufbau und Management eines Archivs bewältigt werden müssen. Zum anderen wird der praktische Einsatz von der Gestaltung der Benutzungsoberfläche bis zur Frage des Umgangs mit kritischem Material diskutiert.
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Eibl, Maximilian, Jens Kürsten, Robert Knauf und Marc Ritter. „Workshop Audiovisuelle Medien“. Universitätsbibliothek Chemnitz, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-201001179.

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Die Distribution audiovisueller Medien befindet sich im Umbruch. Die Durchschlagkraft des Internets mit seinen on-demand-Diensten stellt einen Gegenentwurf zum klassischen Broadcasting dar. Hier wiederum hat die Digitalisierung zunächst im TV-Bereich und nun auch im Hörfunk Möglichkeiten geschaffen, dem Internet technologisch nachzuziehen. Interaktive, lokalisierte und personalisierte Dienste sind jetzt auch auf dem heimischen Fernsehgerät möglich. Die strikte Trennung von Internet und Fernsehen wird aufgehoben und in konvergenten Diensten verschmolzen. Die Anwendungsszenarien erreichen durch Computer, Fernseh- und mobile Geräte eine beeindruckende Vielfalt, die sowohl bei der technischen Gestaltung als auch bei der inhaltlichen Erstellung Herausforderungen und Chancen bieten. Der Workshop versucht hier Probleme und Lösungsmöglichkeiten zu umreißen und beschäftigt sich mit den technologischen Fragestellungen rund um die Distribution audiovisueller Medien.
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Disque, J. Graham. „Marriage Enrichment Workshop“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2847.

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17

Robison, David J. „Community Animation Workshop“. Bradford University, 2006. http://hdl.handle.net/10454/4016.

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No.
The University of Bradford has recently pioneered a radical approach to engaging children and young people in learning about technology and the arts, thanks to funding provided by the English Arts Council. Young people engaged with youth services in the Bradford area were invited to take part in innovative performance art and digital media sessions held at the University. The sessions had a tangible output for the young people. The result was four one-minute ¿motion-captured¿ animations containing original music and dance ¿ produced by the participants themselves, with the help of experienced workshop leaders. This was packaged on a DVD which also contained a video documentary about the workshops, filmed as they were taking place by local film-maker and lecturer, David Robison. The participants were also able to take away their work on their mobile phones, video phones and portable Play-stations.
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18

Grosse, E., und Burkhard Kämpfer. „Workshop on Kaon Production“. Forschungszentrum Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-31407.

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19

Hübner, Uwe. „Workshop Mensch-Computer-Vernetzung“. Universitätsbibliothek Chemnitz, 2003. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200300722.

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20

Krumay, Barbara, und Roman Brandtweiner. „GRES-IT Workshop Proceedings“. Department für Informationsverarbeitung und Prozessmanagement, WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5578/1/GRESIT_FINAL_FOR_PRINT.pdf.

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21

Grosse, E., und Burkhard Kämpfer. „Workshop on Kaon Production“. Forschungszentrum Rossendorf, 1996. https://hzdr.qucosa.de/id/qucosa%3A21967.

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22

Walden, Rachel R. „Human Sexuality Workshop I“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8830.

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23

Schetzina, Karen E., Julie Ware und Anna Morad. „Hospital Breastfeeding Promotion Workshop“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5015.

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24

Augusto, Arias Vernal Carlos. „Cfa Workshop-AF124-201702“. Universidad Peruana de Ciencias Aplicadas (UPC), 2017. http://hdl.handle.net/10757/628606.

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CFA Workshop es un curso de especialidad de la carrera de Administración y Finanzas de carácter teórico-práctico dirigido a los estudiantes de décimo ciclo que busca desarrollar la competencia de "Evaluación de alternativas de inversión y financiamiento y gestión integral de riesgos" al nivel 3.En al ámbito financiero internacional contar con la mención Chartered Financial Analyst (CFA) es un sinónimo de excelencia académica y profesional. Inversionistas y empleadores en todo el mundo utilizan esta certificación como un estándar para medir la integridad y competencia en las áreas de análisis de inversiones y administración de portafolios.La designación CFA requiere que sus candidatos demuestren un conocimiento estricto del currículo que abarca diferentes campos relacionados con las finanzas y las inversiones. Esta certificación se otorga a los candidatos después de aprobar los exámenes correspondientes a los niveles I II y III y demostrar una destacada experiencia laboral. Los tres niveles del examen CFA son ofrecidos en Junio de cada ano en más de 150 ciudades alrededor del mundo entre ellas Lima. En el Perú la Superintendencia de Banca y Seguros (SBS) publicó en el 2005 un marco normativo para asegurar un manejo más eficiente y profesional de los recursos que administran las entidades financieras las compañías de seguros y las administradoras de fondos de pensiones (AFP).El curso "CFA Workshop" pretende exponer en forma útil y práctica los conceptos criterios y herramientas de análisis y gestión de inversiones que le permitan al candidato al examen CFA Nivel I desarrollar las habilidades y estrategias necesarias para su práctica profesional y el logro con éxito de la certificación de analista financiero.
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Martin, Gomez Sanchez Arbulu Alvaro, und Arias Vernal Carlos Augusto. „Cfa Workshop-AF124-201801“. Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/628607.

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CFA Workshop es un curso de especialidad de la carrera de Administración y Finanzas de carácter teórico-práctico dirigido a los estudiantes de décimo ciclo que busca desarrollar la competencia de "Evaluación de alternativas de inversión y financiamiento y gestión integral de riesgos" al nivel 3.En al ámbito financiero internacional contar con la mención Chartered Financial Analyst (CFA) es un sinónimo de excelencia académica y profesional. Inversionistas y empleadores en todo el mundo utilizan esta certificación como un estándar para medir la integridad y competencia en las áreas de análisis de inversiones y administración de portafolios.La designación CFA requiere que sus candidatos demuestren un conocimiento estricto del currículo que abarca diferentes campos relacionados con las finanzas y las inversiones. Esta certificación se otorga a los candidatos después de aprobar los exámenes correspondientes a los niveles I II y III y demostrar una destacada experiencia laboral. Los tres niveles del examen CFA son ofrecidos en Junio de cada ano en más de 150 ciudades alrededor del mundo entre ellas Lima. En el Perú la Superintendencia de Banca y Seguros (SBS) publicó en el 2005 un marco normativo para asegurar un manejo más eficiente y profesional de los recursos que administran las entidades financieras las compañías de seguros y las administradoras de fondos de pensiones (AFP).El curso "CFA Workshop" pretende exponer en forma útil y práctica los conceptos criterios y herramientas de análisis y gestión de inversiones que le permitan al candidato al examen CFA Nivel I desarrollar las habilidades y estrategias necesarias para su práctica profesional y el logro con éxito de la certificación de analista financiero.
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Martin, Gomez Sanchez Arbulu Alvaro, und Arias Vernal Carlos Augusto. „Cfa Workshop-AF124-201802“. Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/628608.

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CFA Workshop es un curso de especialidad de la carrera de Administración y Finanzas de carácter teórico-práctico dirigido a los estudiantes de décimo ciclo.En al ámbito financiero internacional contar con la mención Chartered Financial Analyst (CFA) es un sinónimo de excelencia académica y profesional. Inversionistas y empleadores en todo el mundo utilizan esta certificación como un estándar para medir la integridad y competencia en las áreas de análisis de inversiones y administración de portafolios.La designación CFA requiere que sus candidatos demuestren un conocimiento estricto del currículo que abarca diferentes campos relacionados con las finanzas y las inversiones. Esta certificación se otorga a los candidatos después de aprobar los exámenes correspondientes a los niveles I II y III y demostrar una destacada experiencia laboral. Los tres niveles del examen CFA son ofrecidos en Junio de cada ano en más de 150 ciudades alrededor del mundo entre ellas Lima. En el Perú la Superintendencia de Banca y Seguros (SBS) publicó en el 2005 un marco normativo para asegurar un manejo más eficiente y profesional de los recursos que administran las entidades financieras las compañías de seguros y las administradoras de fondos de pensiones (AFP).El curso "CFA Workshop" pretende exponer en forma útil y práctica los conceptos criterios y herramientas de análisis y gestión de inversiones que le permitan al candidato al examen CFA Nivel I desarrollar las habilidades y estrategias necesarias para su práctica profesional y el logro con éxito de la certificación de analista financiero.
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27

Martin, Gomez Sanchez Arbulu Alvaro, und Arias Vernal Carlos Augusto. „Cfa Workshop-AF124-201901“. Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/628609.

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CFA Workshop es un curso de especialidad de la carrera de Administración y Finanzas de carácter teórico-práctico dirigido a los estudiantes de décimo ciclo.En al ámbito financiero internacional contar con la mención Chartered Financial Analyst (CFA) es un sinónimo de excelencia académica y profesional. Inversionistas y empleadores en todo el mundo utilizan esta certificación como un estándar para medir la integridad y competencia en las áreas de análisis de inversiones y administración de portafolios.La designación CFA requiere que sus candidatos demuestren un conocimiento estricto del currículo que abarca diferentes campos relacionados con las finanzas y las inversiones. Esta certificación se otorga a los candidatos después de aprobar los exámenes correspondientes a los niveles I II y III y demostrar una destacada experiencia laboral. Los tres niveles del examen CFA son ofrecidos en Junio de cada ano en más de 150 ciudades alrededor del mundo entre ellas Lima. En el Perú la Superintendencia de Banca y Seguros (SBS) publicó en el 2005 un marco normativo para asegurar un manejo más eficiente y profesional de los recursos que administran las entidades financieras las compañías de seguros y las administradoras de fondos de pensiones (AFP).El curso "CFA Workshop" pretende exponer en forma útil y práctica los conceptos criterios y herramientas de análisis y gestión de inversiones que le permitan al candidato al examen CFA Nivel I desarrollar las habilidades y estrategias necesarias para su práctica profesional y el logro con éxito de la certificación de analista financiero.
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28

Kämpfer, Burkhard, und E. Grosse. „2nd Workshop on Kaon Production“. Forschungszentrum Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-30456.

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2nd Workshop on Kaon Production During the fall of 1996 an internal mini-workshop on kaon production was organized at Rossendorf (cf. FZR-150 [September 19961). The aim of this first workshop was to give a survey on the experimental and theoretical Status of kaon production in elementary hadron reactions and in heavy-ion collisions. Since then the Department of Hadron Physics in the Institute of Nuclear and Hadron Physics of the FZR focused in its research activities on nearthreshold strangeness production in colliding hadron systems and on activities devoted to studies with electromagnetic probes. Since 1996 a considerable Progress has been achieved in the field. New results from COSY (COSY-11, ToF, COSY-13 and first runs at ANKE) as well as SIS (KaoS and FOPI) allow to determine various elementary cross sections in hadron reactions and kaon yields from heavy-ion collisions. These new results led us to organize a second workshop bringing together the experts of these experiments and various theoreticians. An important purpose of the workshop was to enforce the mutual information and to demonstrate the close interrelation of COSY physics and the heavy-ion programme at SIS. Highlights in the field are (i) the consolidation of the need of strong in-medium modifications to describe the K- production in heavy-ion reactions and (ii) refined measurements of various elementary strangeness channels near threshold. For the latter the role of final state interactions must be clarified ta arrive at a unique input to transport-model calculations for heavy-ion reactions. Many experimental aspects included in the programme have been proposed by P. Senger (GSI), whereas the composition of its theoretical part benefitted a lot from the support by J. Aichelin (Nantes).
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29

Huebner, Uwe. „Workshop: INFRASTRUKTUR DER ¨DIGITALEN UNIVERSIAET¨“. Universitätsbibliothek Chemnitz, 2000. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200000692.

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Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨
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30

Ehrig, Matthias. „Workshop Peer-to-Peer-Computing“. Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200201175.

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Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme der Fakultaet fuer Informatik der TU Chemnitz. Vortraege zu verschiedenen Themen der Entwicklung der Informatik und zu Technologien im Rechenzentrum einer Universitaet
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31

Freiji, Ousama Musa. „Red clay : Georgia craft workshop“. Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/24173.

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32

Faulkner, Michel J. „Career development workshop for athletes“. Thesis, Virginia Tech, 1985. http://hdl.handle.net/10919/45681.

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The Career Development Workshop For Athletes was designed to aid in the comprehensive career development effort at Virginia Tech. The pilot research project involved 40 active freshman varsity football players enrolled during Fall and Winter quarters of the 1984-85 school year. The 40 students were randomly selected from a pool of 65 freshman football players. The experimental design was a two stage stratification. The first stage was selection and the second stage was assignment to control and treatment groups. The independent variables were workshop participation and race. The dependent variables were gain scores from the three intercorrelated scales on the Career Development Inventory. The Workshop was conducted over a six week period, each session lasted approximately two hours and met once each week. The four objectives of the workshop were 1) to assist students in the identification and or selection of career interest and goals; 2) to identify a career support network; 3) to assess and identify skills; and 4) to aid in the perception and procurement of self esteem.
Master of Arts
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33

Kämpfer, Burkhard, und E. Grosse. „2nd Workshop on Kaon Production“. Forschungszentrum Rossendorf, 1999. https://hzdr.qucosa.de/id/qucosa%3A21872.

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2nd Workshop on Kaon Production During the fall of 1996 an internal mini-workshop on kaon production was organized at Rossendorf (cf. FZR-150 [September 19961). The aim of this first workshop was to give a survey on the experimental and theoretical Status of kaon production in elementary hadron reactions and in heavy-ion collisions. Since then the Department of Hadron Physics in the Institute of Nuclear and Hadron Physics of the FZR focused in its research activities on nearthreshold strangeness production in colliding hadron systems and on activities devoted to studies with electromagnetic probes. Since 1996 a considerable Progress has been achieved in the field. New results from COSY (COSY-11, ToF, COSY-13 and first runs at ANKE) as well as SIS (KaoS and FOPI) allow to determine various elementary cross sections in hadron reactions and kaon yields from heavy-ion collisions. These new results led us to organize a second workshop bringing together the experts of these experiments and various theoreticians. An important purpose of the workshop was to enforce the mutual information and to demonstrate the close interrelation of COSY physics and the heavy-ion programme at SIS. Highlights in the field are (i) the consolidation of the need of strong in-medium modifications to describe the K- production in heavy-ion reactions and (ii) refined measurements of various elementary strangeness channels near threshold. For the latter the role of final state interactions must be clarified ta arrive at a unique input to transport-model calculations for heavy-ion reactions. Many experimental aspects included in the programme have been proposed by P. Senger (GSI), whereas the composition of its theoretical part benefitted a lot from the support by J. Aichelin (Nantes).
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34

Tolley, Rebecca. „Sage Research Methods Online [workshop]“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5753.

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35

Bitter, James. „Brief Therapy (pre-convention workshop)“. Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/6128.

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36

Beck, Daniel. „A House and A Workshop“. Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/32540.

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This thesis is a series of projects that attempt to create a fully imagined and described world for a woodworker. Each project, titled A House and A Workshop, focuses on different ideas as the imagined world becomes clearer. A House and A Workshop 1.1 explores my own images of the two buildings and how that influences the world that I describe. It also focuses on how the building type can inform the physical shape of each. A House and A Workshop 1.2 begins to investigate the daily rituals and routines of the imagined inhabitant. The question is raised of how those things can and should influence the architecture. A House and A Workshop 1.3 explores the physical relationship of the two buildings and the movement that the relationship implies. The idea of a room within a room emerges as the imagined world of the woodworker comes into focus. A House and A Workshop 1.4 seeks to clarify the ideas that I had been working with during the year by describing a more idealized world than the other versions. The value of making things and choosing to live that kind of life is an important aspect of this project. Finally, there is a project titled, A Chair, that lies outside the series of houses and workshops. Itâ s a demonstration rather than a description of the ideas that were explored during the thesis year.
Master of Architecture
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37

Albrecht, Friedrich, Stephan Düsterhaupt und Torsten Rottenbach. „12. Workshop Magnetlagertechnik Zittau-Chemnitz“. Hochschule Zittau/Görlitz, 2019. https://slub.qucosa.de/id/qucosa%3A72177.

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Der diesjährige 12. Workshop Magnetlagertechnik Zittau-Chemnitz setzt eine Veranstaltungsreihe fort, die vor nunmehr 25 Jahren mit dem 1. Workshop 1994 in Zittau ihren Anfang nahm. Während anfänglich Magnetlager Sonder- oder Nischenlösungen darstellten, haben Magnetlager in dieser Zeit in zahlreichen Applikationen Produktstatus erreicht. Das ist neben der Verfügbarkeit immer leistungsfähigerer Komponenten bspw. in der Regel- oder Leistungselektronik auch auf die Anwendung moderner, computergestützter Methoden bei der Auslegung und Konstruktion von Magnetlagern zurückzuführen. Die konsequente Weiterentwicklung der Magnetlagertechnologie und deren vorteilhafte Anwendung in der Industrie und Energietechnik führen zu einer Erhöhung der Energieeffizienz, Sicherheit und Zuverlässigkeit der Anlagen und zur Reduzierung umweltschädlicher Immissionen. Neue Anwendungsfelder ergeben sich auch aus aktuellen Entwicklungen bei der Energieversorgung oder der Digitalisierung und Vernetzung der industriellen Produktion – Industrie 4.0. In diesem Sinn versteht sich der Workshop als Podium für Wissenschaftler, Entwickler, Hersteller und Anwender zum weiteren Avancement dieser Technologie. Der vorliegende Tagungsband beinhaltet die von den Autoren eingereichten Beiträge in der Reihenfolge des Tagungsprogramms. Die Veranstalter danken besonders den Autoren, Referenten und Teilnehmern sowie allen, die durch ihr Engagement zum Gelingen des Workshops beigetragen haben und freuen sich auf eine Fortsetzung der Veranstaltungsreihe 2021 an der Technischen Universität Chemnitz.
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38

Chávez, Marroquín Jorge Luis. „Workshop. Digital fashion 3D design“. Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656734.

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Jorge Luis Chávez Marroquín (Perú) - Expositor
En este seminario se mostrará el proceso de diseño de la moda de manera digital, utilizando el software CLO3D desde el dibujo de patrones hasta la visualización fotorrealista.
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39

Chen, Hsinchun, Marshall C. Ramsey und P. Li. „The Java Search Agent Workshop“. Physica-Verlag, 2000. http://hdl.handle.net/10150/105368.

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Artificial Intelligence Lab, Department of MIS, University of Arizona
As part of the ongoing Illinois Digital Library Initiative project, this paper presents the Java Search Agent Workshop (JSAW), a testbed designed for Java-based information searching. Based on artificial intelligence, neural networks, and G-Search, we implemented several search methods in Java to demonstrate their feasibility in various database, Internet, Intranet, and digital library search tasks. In addition to detailing our design rationale and implementation status, we present several sample Java implementations including a best first search spider and G-Search spider for Internet searching, and a Hopfield neural network based visualizer for database searching. Lessons learned and future directions are also presented.
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40

Brooks, Billy, David Blackley und Megan Quinn. „Appalachian Environmental Cancer Communication Workshop“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3193.

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41

Smith, Natalie L., Amanda E. Greene und Charles Jones. „Work-Based Integrated Learning Workshop“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.

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42

Harley-McClaskey, Deborah. „Service-Learning Pre-Conference Workshop“. Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/4729.

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43

Madison, Sotera. „NatureScope workshop handbook for facilitators“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/788.

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44

Friedman, Richard J. „A phenomenological study of a psychoeducational workshop for gay men| Participating in the Father Hunger Workshop“. Thesis, Pacifica Graduate Institute, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615845.

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The purpose of this research was to gain an understanding of the lived experience of the participants in a workshop entitled: "The Father Hunger Workshop: The Union of the Son of Promise with the Father of Achievement." This psychoeducational workshop was designed by psychologist Donald Kilhefner to assist gay men in their late 20s through 30s, who feel that they are having difficulty maturing into adulthood. The research question for this study was "What is the lived experience of participating in the Father Hunger Workshop?" This question issues from a phenomenological orientation, which focuses on the lived experience of the participant. Interviews were conducted, and the 4 most descriptive of these were transcribed and then analyzed using Giorgi's (2009) descriptive phenomenology.

The following themes, among others, were identified and then expanded upon in relation to relevant literature: The participants enjoyed the opportunity to get to know gay men in a different context; they felt a sense of safety in the group that helped them to participate more fully; they found open communication in a group setting to be new and challenging; being held accountable by the group was experienced as both difficult and supportive; they gained insight through their reactions to other group members; they felt resistance, at times, to attending sessions; they appreciated the chance to work with a gay elder; they gained new meaning and purpose with regard to their gay identity; and they came to experience compassion and forgiveness for their fathers.

Findings from this in-depth exploration of the dynamics of a psychoeducational gay men's workshop may help other researchers and clinicians in conceptualizing and implementing the curative or helpful aspects of group work with gay men. This study offers information relevant to the specific needs of gay men at a developmental crossroads in their lives and offers members of both the gay community and mainstream society an understanding of the specific challenges faced by gay men who are struggling with the process of maturation.

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45

Wagner, Wolfgang. „Proceedings of the FOBOS workshop '94“. Forschungszentrum Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:d120-qucosa-32138.

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46

Tugcu, Ayse. „Yesemek Stone Quarry And Sculptural Workshop“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614223/index.pdf.

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The significance of Yesemek Stone Quarry and Sculptural Workshop in Gaziantep Islahiye province is rooted in its basalt quarry and stone sculptures found at the site. Yesemek was first discovered by Felix Von Luschan in 1890 while he was excavating Zincirli (Sam&rsquo
al). Between 1958 and 1961, the site was excavated by a team under the leadership of Prof. Dr. Bahadir Alkim. The excavations at the site yielded approximately three hundred finished or unfinished lion, sphinx and mountain god sculptures. While the exact function of these sculptures are still not known, the thesis will explore the function of these sculptures by examining the architectural structures where the sculptures could have been used as architectural decoration. Another issue that will be discussed in the thesis is the date of Yesemek workshop and sculptures. To that end, Yesemek sculptures will be stylistically compared to Late Bronze and Iron Age sculptures.
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47

Klein, Jan, Joel Cutcher-Gershenfeld und Betty Barrett. „Implementation Workshop: High Performance Work Organizations“. Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/7334.

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Since the rise of the industrial revolution, there are few challenges that compare in scale and scope with the challenge of implementing lean principles in order to achieve high performance work systems. This report summarize key insights and learning by representatives from a cross section of organizations who are on this journey. Specifically, we report on findings from the first Lean Aircraft Initiative (LAI) Implementation Workshop, which was held on February 5-6, 1997.
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48

Weilert, Allan M. „A training workshop for healing ministers“. Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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49

deBoer, Julie, und University of Lethbridge Faculty of Education. „Evaluation of an online career workshop“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/216.

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The purpose of this study was to evaluate empirically the effectiveness of the new online career workshop titled "Ex-Scape" based on career knowledge and skill outcomes. Although numerous studies have been conducted on distance education classes in various disciplines, little research was found on the effectiveness of web-based learning in career development courses. Quantitative methods were used to determine a numerical score. Pre- and posttests were calculated and recorded in SPSS 11.5 and paired t-tests determined whether or not there was significant difference in the scores between the pre- and posttests. Qualitative methods were used through course evaluations and focus groups to record student comments of their experience with the online course. Results revealed that the online method of instruction was effective based on career knowledge and skill outcomes. Recommendations for further research include continuation of future research on the outcome success of online career development courses; utilization of a broader approach to research to include variables such as students' preferred learning styles, motivational factors, cost factors, and students' computer expertise; and collection and critique of post-resumes to follow up on students' impressions of their skills.
xi, 108 leaves ; 28 cm.
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50

Wagner, Wolfgang. „Proceedings of the FOBOS workshop '94“. Forschungszentrum Rossendorf, 1995. https://hzdr.qucosa.de/id/qucosa%3A22040.

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