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Journal articles on the topic 'Seminar environment'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Zou, Ping, Arthy Visayanathan, Christine Whyte, Alla Pak, Angela Cooper Brathwaite, Qiongli Zhu, and Rick Vanderlee. "Successful vs. unsuccessful small group reflection: A narrative inquiry." Journal of Nursing Education and Practice 9, no. 5 (December 29, 2018): 6. http://dx.doi.org/10.5430/jnep.v9n5p6.

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There is a lack of research examining the factors which promote or hinder successful small group clinical practicum reflection seminars. The aim of this study was to explore key elements of successful small group reflection. Narrative inquiry was used as methodology. Three students consented to voluntarily participate in this study by learning on their experiences – both successful and unsuccessful – during their clinical reflection seminars. A 3-circle model was presented as a collective narrative. The Support Circle represents a safe and supportive environment where the reflection seminar is held. The Owner Circle represents the students’ ownership in a reflection seminar. The Service Circle represents the educators’ professional teaching services. To conclude, elements of a successful small group reflection included a safe leaning environment, a student-centered approach, and professional educator support. Within a safe learning environment, a successful small group reflection seminar should be owned by students and facilitated by a professional educator.

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2

Iwasaki, Masaki. "2019 JIRA Environment Seminar Report." Japanese Journal of Radiological Technology 75, no. 7 (2019): 713–16. http://dx.doi.org/10.6009/jjrt.2019_jsrt_75.7.713.

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3

Guntoro, Guntoro, Budi Hamuddin, and Bayu Febriadi. "RANCANG BANGUN PORTAL INTERNATIONAL CONFERENCE ON ENVIRONMENT AND TECHNOLOGY (ICETECH) UNIVERSITAS LANCANG KUNING." JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) 4, no. 1 (June 1, 2019): 28. http://dx.doi.org/10.29100/jipi.v4i1.1363.

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<p class="Abstract">International Conference on Environment and Technology (ICETech) merupakan salah satu konferensi internasional yang diselenggarakan oleh Universitas Lancang Kuning. Kegiatan tersebut sangat bermanfaat bagi para peneliti maupun dosen dari dalam maupun dari luar Universitas Lancang Kuning untuk mempresentasikan hasil penelitiannya dalam seminar internasional. Kegiatan seminar tersebut berguna sebagai pengembangan kompetensi ilmiah bagi peneliti maupun dosen. Terdapat beberapa kendala pada publikasi kegiatan seminar, yaitu kendala pada media yang digunakan penerimaan artikel seminar internasional masih melalui e-mail. Pihak penyelenggara kegiatan IceTech masih menggunakan e-mail untuk menerima artikel dari para author. Metode yang digunakan pada penelitian diantaranya analisa kebutuhan sistem, desain sistem, implementasi dan pengujian serta pemeliharaan sistem. Adapun hasil yang dicapai adalah terciptanya sebuah sistem seminar internasional IceTech yang dapat memberikan informasi bagi author terkait dengan seminar IceTech serta dapat melakukan pendaftaran seminar dengan menggunakan google form. Sistem ini juga dapat memudahkan bagi panitia seminar internasional IceTech dalam mengelola peserta maupun pemakalah seminar.</p>

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4

Peabody, Seth. "Goethe and (Um)Weltliteratur: Environment and Power in Goethe’s Literary Worlds." Seminar: A Journal of Germanic Studies 54, no. 2 (May 2018): 215–30. http://dx.doi.org/10.3138/seminar.54.2_006.

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Beyl, Caula A. "Seminar Courses—Content to Satisfy the Needs of Future Horticulture Professionals." HortScience 31, no. 4 (August 1996): 649f—649. http://dx.doi.org/10.21273/hortsci.31.4.649f.

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In the past, a seminar course was considered effective if the students were trained in oral presentation techniques. Two things have changed since then: 1) the growing popularity of the poster as a form of research communication and 2) new technologies such as the use of computers and LCD projection systems. Familiarity with these techniques then becomes a highly desirable part of a seminar course designed to satisfy today's needs. At Alabama A&M Univ., the undergraduate and graduate seminar courses require students not only to present an oral seminar but to participate in a public poster presentation once each semester. The entire department participates in viewing the posters, questioning the students and assigning scores. This allows students to participate in a simulated professional meeting environment and learn how to interact with other professionals concerning their posters. The seminar course also includes topics such as parts of a seminar, multimedia presentations, computer usage, developing a time sense, dealing with fear of public speaking, public speaking do's and do not's, impromptu talks, handling questions, and poster techniques. Graduate students serve as moderators for the oral seminar sessions thus gaining additional experience. An essential part of the course is peer grading and evaluation. Peer involvement in the process acts to promote a high standard for oral seminars and posters.

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6

Alonso-Martinez, Juan M., Shaghayegh Ravaei, Teodoro Rudolphi-Solero, and Francisco Sendra-Portero. "Radiology Seminars with Guest Professors in the Virtual Environment Second Life®: Perception of Learners and Teachers." Proceedings 54, no. 1 (August 19, 2020): 16. http://dx.doi.org/10.3390/proceedings2020054016.

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Nine professors of radiology from six different cities were invited to give a 1-hour seminar in the virtual world Second Life® to 154 third-year medical students from the University of Málaga. Students and teachers performed a questionnaire about the cognitive load that implies receiving/teaching seminars inside Second Life@ and several characteristics involving the experience. This experience was considered remarkably enriching by teachers and learners and opens new interesting pathways for educational contact between students and teachers from different universities, with the advantages of reducing costs and travel time.

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7

Budach, Gabriele, and Julia Hüttner. "BAAL/CUP Seminar 2011." Language Teaching 46, no. 1 (November 28, 2012): 124–27. http://dx.doi.org/10.1017/s0261444812000432.

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The aim of this seminar was to promote dialogue between two research areas addressing educational multilingualism: Content and Language Integrated Learning (CLIL) and community languages. In bringing together these two strands of research, the seminar explored and fostered potential methodological and theoretical synergies. As organisers we invited abstracts which addressed innovative research in areas related to the conference theme, especially contributions which explored ways of linking school and community-based language learning. We aimed to create an atmosphere of stimulating discussion and debate in a convivial, intellectual environment. The programme included a variety of formats that would encourage discussion.

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8

Al’Adawi, Sharifa Said Ali. "Exploring the Effectiveness of Implementing Seminars as a Teaching and an Assessment Method in a Children’s Literature Course." English Language Teaching 10, no. 11 (October 8, 2017): 1. http://dx.doi.org/10.5539/elt.v10n11p1.

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The classroom environment should support students’ autonomy through teaching and assessment methods. This article highlights students’ perceptions about the value of implementing seminars as a teaching and an assessment method in a children’s literature course in a college of applied sciences (XCAS). Additionally, preparation considerations and limitations of such implementation are discussed. Findings indicted the positive effects of seminars in enriching classroom learning and students’ responsibility for their own learning which can be achieved through training for teachers and students. Practical implications of seminar implementations for future use are outlined and conceptual framework is suggested based on the findings.

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9

Nicholas, David, Margaret Katny, Catherine Harada, and Pankaj Pandit. "Research Seminar Reports." Library and Information Research 17, no. 59 (October 26, 2013): 6–13. http://dx.doi.org/10.29173/lirg445.

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Researching the media Newspaper cuttings collection and online information systems at the BBC World Service Information Research Unit. Based on research conducted between July and December 1992, this paper aims to investigate the frequency of online searching and volume of cuttings usage in order to answer enquiries from joumalists. It presents the level of satisfaction with the two information sources, points out their advantages and drawbacks and examines their value from the point of view of journalists and information assistants. Sexism in children's picture books: an update. As sexism in picture books is now rarely discussed except in the occasional column announcing the failure of non-sexism, a quantitative survey of sexism in contemporary children's picture books was due.What lies ahead? Looking into the future of independent broadcasting libraries in England and Wales. Over the past couple of years the broadcasting industry has been in a state of flux. Several reasons have contributed towards this discontentment. The main contention has been the enactrnent of the Broadcasting Act 1990. The philosophy behind the Act was to increase competition and to give way to a free market broadcasting environment

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10

Franco, Suzanne. "A Doctoral Seminar in Qualitative Research Methods: Lessons Learned." International Journal of Doctoral Studies 11 (2016): 323–39. http://dx.doi.org/10.28945/3564.

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New qualitative research methods continue to emerge in response to factors such as renewed interest in mixed methods, better understanding of the importance of a researcher’s philosophical stance, as well as the increased use of technology in data collection and analysis, to name a few. As a result, those facilitating research methods courses must revisit content and instructional strategies in order to prepare well-informed researchers. Approaches range from paradigm to pragmatic emphasis. This descriptive case study of a doctoral seminar for novice qualitative researchers describes the intricacies of the syllabus of a pragmatic approach in a constructivist/social constructionist learning environment. The purpose was to document the delivery and faculty/student interactions and reactions. Noteworthy were the contradictions and frustrations in the delivery as well as in student experiences. In the end, student input led to seminal learning experiences. The confirmation of the effectiveness of a constructivist/social constructivist learning environment is applicable to higher education pedagogy in general.

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11

Core, Rachel S. "Assessing Global Learning in Short-term Study Abroad: Population, Environment, and Society in Shanghai." Teaching Sociology 45, no. 4 (August 26, 2017): 399–408. http://dx.doi.org/10.1177/0092055x17728555.

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This teaching note suggests that a short-term study abroad program embedded within a longer course can be a tool for enhancing global learning. The work uses the Association of American Colleges and Universities (AAC&U) Global Learning VALUE rubric to evaluate student work from a spring break seminar to Shanghai, China. The seminar was embedded in a semester-long course examining the connections between demographic, environmental, and social change. After exploring the overlap between two dimensions of global learning and the sociological imagination, I describe the semester-long class and the Shanghai seminar. I then use the perspective taking dimension of the rubric to evaluate student work on China’s aging population and the personal and social responsibility dimension to examine student work on consumption. I conclude with suggestions for deepening global learning that might be employed in other classrooms.

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12

Altamirano, Nelson, Saar Van Hauwermeiren, Susan McGrath, and Bert De Wel. "The Fifth Scientific Seminar: Chilean Global Insertion and the Environment." Journal of Environment & Development 5, no. 1 (March 1996): 107–16. http://dx.doi.org/10.1177/107049659600500108.

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13

WILLIAMS, A., M. TOOLEY, A. WARREN, J. WHITEHEAD, J. COLLIER, R. CLARE, G. SENIOR, and W. HANNAR. "SEMINAR. ENERGY AND THE ENVIRONMENT-CLEAN POWER FOR THE FUTURE." Proceedings of the Institution of Civil Engineers 90, no. 5 (October 1991): 1107–11. http://dx.doi.org/10.1680/iicep.1991.16198.

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14

Griffiths, Richard. "The sea and the environment: opportunities, constraints and risks seminar." Australian Journal of Maritime & Ocean Affairs 4, no. 3 (January 2012): 73. http://dx.doi.org/10.1080/18366503.2012.10815750.

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15

Meredith, Gerald M., and Earl D. Schmitz. "Structure of the Group Environment Scale in a Seminar-Format Educational Setting." Perceptual and Motor Skills 63, no. 2 (October 1986): 831–34. http://dx.doi.org/10.2466/pms.1986.63.2.831.

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The Group Environment Scale was administered to 584 students in 63 seminar-format groups. Factoring gave three components and partially supported Moos' hypothesis concerning the structure of the instrument.

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16

Griswold, Joan, Loren Shaw, and Maureen Munn. "Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding." American Biology Teacher 79, no. 6 (August 1, 2017): 492–95. http://dx.doi.org/10.1525/abt.2017.79.6.492.

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A Socratic seminar can be a powerful tool for increasing students’ ability to analyze and interpret data. Most commonly used for text-based discussion, we found that using Socratic seminar to engage students with data contributes to student understanding by allowing them to reason through and process complex information as a group. This approach also provides teachers with insights about student misconceptions and understanding of concepts by listening to the student-driven discussion. This article reports on Socratic seminar in the context of a high school type 2 diabetes curriculum that explores gene and environment interactions. A case study illustrates how Socratic seminar is applied in a classroom and how students engage with the process. General characteristics of Socratic seminar are discussed at the end of the article.

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17

Blackman, M. J. R. "PTDLP seminar." World Patent Information 25, no. 3 (September 2003): 261–62. http://dx.doi.org/10.1016/s0172-2190(03)00071-1.

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18

Shin, Jihae. "Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea." Malaysian Journal Of Music 9 (September 2, 2020): 29–41. http://dx.doi.org/10.37134/mjm.vol9.3.2020.

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This aim of this study is to investigate the perspectives of Korean pre-service music teachers on self-directed thesis seminar conducted in the graduate teacher education program. This research focused on 1) the attitude of pre-service music teachers towards self-directed thesis seminar and 2) the impact of self-directed thesis seminar on the progress of the pre-service music teachers’ performance. Ten pre-service music teachers participated in the researcher’s thesis seminar. The results demonstrated that most of the participants were anxious and insecure in managing the various educational resources as well as monitoring the progress of their study. However, the self-directed thesis seminar has indirectly provided the participants with a new learning environment to manage their own goals, initiate their own learning, and responsible for their own progress and outcomes. The findings also showed that collaborative learning is essential as an instructional approach in self-directed learning to enable the participants to share their views from different perspectives and develop critical thinking.

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Twale, Darla J., and Frances K. Kochan. "Assessment of an Alternative Cohort Model for Part-Time Students in an Educational Leadership Program." Journal of School Leadership 10, no. 2 (March 2000): 188–208. http://dx.doi.org/10.1177/105268460001000204.

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This study examined the effectiveness, of an alternative cohort model, designed primarily for part-time doctoral students in an educational leadership program. Results of a survey, student evaluations, and input from focus groups indicated that the experience was personally and professionally rewarding, promoted friendships, networking, and a system of support, and served as an avenue for the expression of ideas. Meeting in small groups, sharing experiences, and engaging in group interaction were important elements in fostering positive outcomes. However on the negative side, students did not use the opportunity to take risks during the seminars and decreased contact with one another following the seminar sequence. Furthermore, females found the experience more valuable than males. Findings suggest a part time cohort may be valuable in preparing students to develop and operate in collaborative work environments but transfer of learning to the work environment was not immediately evident. Readers may find the survey instrument and assessment procedures of value when examining the impact of similar program designs.

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20

Claeys-Mekdade, C. "Journées du programme « Concertation, Décision et Environnement »Seminar “Concertation, Decision and Environment”." Nature Sciences Sociétés 11, no. 4 (December 2003): 439–41. http://dx.doi.org/10.1016/j.natsci.2003.10.008.

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21

Shaogong, H. "Why Must We Talk about the Environment? A Summary of Nanshan Seminar." positions: east asia cultures critique 12, no. 1 (March 1, 2004): 237–46. http://dx.doi.org/10.1215/10679847-12-1-237.

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22

Sayigh, A. A. M. "WREN/British council seminar no. 9568." Renewable Energy 6, no. 5-6 (July 1995): 659–62. http://dx.doi.org/10.1016/0960-1481(95)90005-5.

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23

Kostina, T. V. "The 15th Anniversary of the Seminar on the History of Higher School in St. Petersburg." Higher Education in Russia 27, no. 8-9 (October 3, 2018): 159–68. http://dx.doi.org/10.31992/0869-3617-2018-27-8-9-159-168.

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University teachers in Russia have a period of increasing pedagogical and paper load. In this situation it is important to offer an environment, preserving and developing their research skills, providing a possibility of discussing their results in an audience of expert and concerned colleagues. A thematic seminar as a form of such environment in many respects has advantages over conferences, with their strict rules of reports and discussions. The seminar on the history of higher school in St. Petersburg for 15 years has been an informal platform for reports and discussions on the history of higher education not only in St. Petersburg, but also in the territories of the former Russian Empire and the Soviet Union. Reports, presented at the interdisciplinary seminar, deal with the educational policy, the history of educational institutions, the methodology of studying the history of higher education, the study of archival collections of educational institutions, etc. Over the past five year 18 sessions have been held, 4 of them – in the form of problematic round tables; overall 30 reports were presented.

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Verma, Niket, Navita Aggarwal, and Harsimranjit Singh. "Student-led seminar as a teaching learning technique to introduce first year medical undergraduate students to self-directed learning." Journal of Education Technology in Health Sciences 8, no. 2 (August 15, 2021): 59–63. http://dx.doi.org/10.18231/j.jeths.2021.012.

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: Student-led seminar (SLS) is an interactive peer-led teaching learning method which offers several advantages for both the student learners and the student tutors including helping the learners to develop self-directed learning (SDL) skills. The aim of this study was to analyze the perception of first year medical undergraduate students towards a recently conducted SDL module in Anatomy utilizing student-led seminars as the teaching learning technique. Participation in the study was voluntary and all 100 first year students consented to participate in the study. Informed consent was taken from the participants. The module was implemented across 2 sessions. In session 1, a clinical case scenario on Shoulder Joint was discussed. Students were then asked to identify knowledge gaps and brainstorm in small groups to formulate the learning objectives. Session 2 was conducted as a student-led seminar after a 6-day gap. Student perception was then obtained using a Google Forms based questionnaire.: Thematic analysis was conducted for the responses. Major themes that emerged were that the participants learnt, enjoyed and felt motivated. Students appreciated the role played by the facilitators in guiding them and some of the respondents wanted to take up leadership roles for their teams in future sessions. As medical educators, we should not only encourage the acquisition of SDL skills by the learners but also provide a conducive environment for self-directed learning. To our experience the student-led seminar can be an excellent teaching-learning method for incorporating SDL skills among undergraduate medical learners.

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ONODERA, Shin-ichi. "Introduction of 1^st Scientific Seminar of Land Environment in 2016." Journal of Japanese Association of Hydrological Sciences 46, no. 2 (2016): 173–74. http://dx.doi.org/10.4145/jahs.46.173.

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26

Nistor, Adina-L. "‘The Environment and International Law’ - An Overview of the 2017 ALF Annual Seminar." Amsterdam Law Forum 9, no. 3 (June 1, 2017): 127. http://dx.doi.org/10.37974/alf.311.

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27

Mansell, P. W. "Products in a Changing Environment: Disclosure, Evolution and Revolution. Seminar, 19 June 1995." British Actuarial Journal 1, no. 4 (October 1, 1995): 767–73. http://dx.doi.org/10.1017/s1357321700001306.

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Griffiths, Richard. "Report – Ports and the Environment Seminar Darling Harbour, Sydney Tuesday 8 October 2013." Australian Journal of Maritime & Ocean Affairs 5, no. 4 (January 2013): 153–55. http://dx.doi.org/10.1080/18366503.2013.10815748.

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Gibson, Pamela Reed. "Integrating Ecological Issues into Psychology: A Senior Seminar in Environment, Health, and Behavior." Ecopsychology 4, no. 2 (June 2012): 137–47. http://dx.doi.org/10.1089/eco.2012.0007.

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30

Meredith, Gerald M. "Attributes of Group Atmosphere as Predictors of Students' Satisfaction in Seminar-Format Classes." Psychological Reports 61, no. 1 (August 1987): 79–82. http://dx.doi.org/10.2466/pr0.1987.61.1.79.

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Moos' Group Environment Scale was administered to 450 college students in 63 seminar-format classes. The Leader Support and Cohesion scales were salient predictors of several end-of-semester ratings of effect of the program.

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Leach, Melissa, and Robin Mearns. "Appendix: Programme of IDS Environment Programme and Rural Group Autumn Seminar Series 1990: ‘Key Issues in Environment and Development’." IDS Bulletin 22, no. 4 (October 1991): 53. http://dx.doi.org/10.1111/j.1759-5436.1991.mp22004010.x.

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32

Michelsen, Claus, and Palle Waage Jensen. "Studiemiljø på Naturvidenskab på Syddansk Universitet - fra undersøgelse til handling." Dansk Universitetspædagogisk Tidsskrift 7, no. 13 (September 1, 2012): 85–95. http://dx.doi.org/10.7146/dut.v7i13.5829.

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I denne artikel redegøres der for forskellige studiemiljøtiltag på Det Naturvidenskabelige Fakultet ved Syddansk Universitet, dels i form af flere studiemiljøundersøgelser, dels i form af et markant handlingsorienteret initiativ på fakultetet: Uddannelse, vi er stolte af. Der angives en række hovedresultater fra studiemiljøundersøgelser i 2009, 2010 og 2011 med benchmarking med tilsvarende undersøgelser fra Aarhus Universitet, og det beskrives, hvordan studiemiljøundersøgelserne blev fulgt op med et konkret studiestartstiltag, der tog udgangspunkt i et fælles grundlag for udvikling af fakultetets uddannelser formuleret på et 3-dages eksternt seminar. This paper reports on various approaches to an enhancement of the study environment at The Faculty of Science at University of Southern Denmark. Study environment analysis and an extensive action oriented initiative at The Faculty - Education, we are proud of. Central results from study environment analysis from 2009, 2010 and 2011 are presents with a benchmarking from similar analysis at Aarhus University. Furthermore it is reported how the study environment analysis were followed up by a study start initiative based on common ground conception of the development of The Faculty’s educations articulated at an external 3-days seminar.

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Judah, Ilana, and Daniel Kaplan. "Sustainability and Modernism: Design Research at Cornell NYC." Modern and Sustainable, no. 44 (2011): 40–47. http://dx.doi.org/10.52200/44.a.yq2116kb.

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Sustainability is now replacing Modernism as the main discourse for socio–economic, technological, architectural and urban development. However, the architectural legacy of Modernism remains an inherent part of our built environment. While some tenets of Modernism align with principles of sustainable design, many are in conflict, thus creating both a tension and an opportunity for creative reinvention of existing buildings and neighborhoods. Greening Manhattan’s Modernist Legacy was a seminar taught at Cornell University’s school of architecture that investigated these questions. The seminar explored an analytical approach to retrofitting Modernbuildings that prioritized environmental responsibility while critically reinterpreting the Modern aesthetic.

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Etzold, Daniel, and Marc Krüger. "Development of Communication Competence in Pre-Service Vocational Education Teacher Training." Higher Education Studies 11, no. 4 (September 23, 2021): 31. http://dx.doi.org/10.5539/hes.v11n4p31.

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This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master’s degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.

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Palmer, Megan M., Genevieve Shaker, and Krista Hoffmann-Longtin. "Despite Faculty Skepticism: Lessons from a Graduate-Level Seminar in a Hybrid Course Environment." College Teaching 62, no. 3 (July 3, 2014): 100–106. http://dx.doi.org/10.1080/87567555.2014.912608.

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36

Tucker, G. A. "Plant growth: Interactions with nutrition and environment (Society for experimental biology seminar series 43)." FEBS Letters 306, no. 2-3 (July 20, 1992): 280. http://dx.doi.org/10.1016/0014-5793(92)81024-g.

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37

Hickling-Hudson, Anne. "Toward Communication Praxis: Reflections on the Pedagogy of Paulo freire and Educational Change in Grenada." Journal of Education 170, no. 2 (April 1988): 9–38. http://dx.doi.org/10.1177/002205748817000201.

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In February 1980, Paulo Freire and four other educators led a two-week seminar for 55 Grenadian teachers to consider how to implement one of the important principles of the Grenada Revolution: the integration of work and study. At first the teachers understood work-study as being essentially a school program of timetabled practical subjects such as agriculture and handicraft. Through dialogue the seminar participants redefined work-study as an approach or philosophy that should unify and mutually enrich the activities of school and community. Together they wrote a booklet that synthesized their reflections and set out implementation strategies that seemed feasible in the supportive environment of the Revolution. In the three and a half remaining years of the Revolution, Grenadian teachers worked in many education projects which had been established to launch the concept of work-study. However, most of these projects did not seem to embody the integrated approach to community development put forward in the Freire seminar. It is suggested that the seminar participants may not have fully carried out their potential for helping other groups develop toward this ideal. The paper explores possible factors which may have hindered the transition from radical communication to radical action.

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38

De Bièvre, Aline, and J. F. Kemp. "The Environment, COST-301 and Coastal State Policy." Journal of Navigation 39, no. 3 (September 1986): 310–26. http://dx.doi.org/10.1017/s0373463300000795.

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This paper was presented at a seminar entitled a European Concerted Approach to Vessel Traffic Services for Safe Navigation – EEC Project COST-301, sponsored jointly by the Institute's Netherlands branch and the Royal Institute of Engineers, Delft University of Technology and the Netherlands Directorate General for Shipping and Maritime Affairs held in Delft on 20 January 1986. It was published under the auspices of the European Environmental Bureau, an independent coalition body of leading environmental organizations in all the European Economic Community countries (with a total membership of over 10 million). The paper, of which the following is a condensed version, seeks to comment on the implications for environmental protection of the various COST-301 research programmes, and to assess the contribution which the findings resulting from them may make to future European coastal state policy and international measures.Aline De Bièvre is with the European Environmental Bureau and John Kemp is Professor Emeritus at the City of London Polytechnic.

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Pallett, Ken. "Profiting from New Breeding Techniques: The Latest Technical Seminar Organised Jointly by BCPC and the Farmers Club 11 July 2019." Outlooks on Pest Management 30, no. 5 (October 1, 2019): 224–26. http://dx.doi.org/10.1564/v30_oct_10.

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This Technical Seminar was the third in a series organised jointly by BCPC and the Farmers Club, explaining the science, benefits, drawbacks and regulatory issues surrounding new breeding technology (NBT). Overall, the author left the seminar with mixed feelings. He felt optimistic that NBTs can make a difference in future development of new crop varieties due to the positive messages from all the speakers on the technology and its benefits. However, the scientists and the other stakeholders in agriculture need to convince the politicians and society in general, that this technology will be critical to feeding the future world and that it can be responsibly and effectively managed so that it poses no threat to man and the environment.

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Adamson, Kerry-Ann. "Meeting Report: 2006 Fuel Cell Seminar." Fuel Cells Bulletin 2006, no. 12 (December 2006): 11. http://dx.doi.org/10.1016/s1464-2859(06)71285-8.

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Chinwe C, Ibebuogu, Philip Seth, and Anyaduba Obiageli J. "Biometric Authentication System Using Face Geometry." International Journal of Engineering and Computer Science 8, no. 08 (August 20, 2019): 24805–13. http://dx.doi.org/10.18535/ijecs/v8i08.4332.

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This seminar paper deals with biometric authentication, using human facial geometry as the login verification parameter. Biometric is the measurement and statistical analysis of human's unique physical and behavioral characteristics by mapping face geometry, fingerprints, iris, and voice. The aim of this seminar paper is to develop a functional Biometric Authentication System Using Face Geometry as the authentication method. Facial Geometry Authentication is a category of biometric technology that maps an individual's facial features mathematically and stores the data as face-prints in a database. Meanwhile the objective of this paper is to improve data access security, enhance identification accuracy, and contribute to the improvement of the existing facial recognition systems, focusing mainly on increasing its accuracy performance. On the other hand, hacking into users’ privacy, loss of confidential information, and high running costs, among others geared the motivation to develop a biometric authentication system using face geometry. Furthermore, the software engineering methodology adopted in this seminar paper is the Structural System Analysis and Design Methodology (SSADM). The software is developed in Visual C-sharp, and the database in SQL Server 2012; using Microsoft Visual Studio 2012 as the integrated development environment. Besides, OpenCV 2.4.8 library is used for image processing, image mapping, and computer vision. The expected result of this seminar paper include: improved user data security, and increased efficiency in facial detection/recognition.

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Goossens, Paula. "ELAG 94: Report of the library systems seminar on library services in an electronic environment." Program 29, no. 1 (January 1995): 63–67. http://dx.doi.org/10.1108/eb047187.

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Raymond Bar‐On, Raphael. "1st International seminar on coast cities, tourism and environment, Eilat (Israel) April 27–30, 1992." Tourist Review 48, no. 1 (January 1993): 22–26. http://dx.doi.org/10.1108/eb058116.

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Brooks, William S., Mark D. Slivkoff, Michele Haight, Ingrid Bahner, Giulia Bonaminio, Anthony Brenneman, Cassie Chinn, et al. "The Learning Environment in Health Sciences Education, an IAMSE Webcast Audio Seminar Series, Winter 2019." Medical Science Educator 29, no. 2 (April 9, 2019): 609–14. http://dx.doi.org/10.1007/s40670-019-00728-y.

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Polotaj, O. "SEMINAR RESORCE AS AN INSTRUMENT FOR MUTUAL EVALUATION OF THE ELECTRONIC COURSE PARTICIPANTS IN THE MOODLE SYSTEM." Bulletin of Lviv State University of Life Safety, no. 18 (December 31, 2018): 179–86. http://dx.doi.org/10.32447/20784643.18.2018.22.

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In support of the group work of e-learning participants and the mutual evaluation of their work, the Moodle system provides an appropriate resource called the workshop, but it requires a detailed study. The purpose of the article is to explore the functional capabilities of the Moodle Resource "Seminar" to provide a mutual evaluation of the participants of the electronic course on the example of the Moodle system of the Lviv State University of Life Sciences The module of the activity "Seminar" as a tool of mutual evaluation and group work of participants of the electronic course of the dynamic modular system of electronic learning Moodle is described on the example of the electronic course located in the educational environment Virtual University of Lviv State University of Life Sciences. The seminar is a type of occupation, where each student not only performs his or her own work, but also assesses the results of the work of other students. This tool belongs to the activity modules, that is, it provides for the participants to prepare the e-course for a specific task (document, presentation, etc.), which will be evaluated by other participants of the electronic course in accordance with the criteria determined by the teacher. The main features of the "Seminar" and the role of the teacher and students in working with the seminar are determined. The workshop facilitates the coordination of the team and allows you to evaluate the work in a variety of ways. Such mutual evaluation stimulates a more responsible work, lets see its strengths and weaknesses, compare its work with others, and identify ways to improve it. Using the Resource "Seminar" is quite effective because: participants in the e-course have the opportunity to get acquainted with the work of their fellows, to review the teacher's reference response and thus exchange their own skills, knowledge and experience; "Seminar" is always available for use and the course participants can work offline; answers to questions on independent work of the student can be provided remotely; the teacher and students or cadets are able to provide online comments and comments about the work of their colleagues; reporting on work in the "Seminar" can be received and adjusted electronically; in the absence of a student for valid reasons in classes - the possibility of his counseling and evaluation of the learning of his teaching material at extra-time.

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Bottanelli, Francesca, Bruno Cadot, Felix Campelo, Scott Curran, Patricia M. Davidson, Gautam Dey, Ishier Raote, Anne Straube, and Matthew P. Swaffer. "Science during lockdown – from virtual seminars to sustainable online communities." Journal of Cell Science 133, no. 15 (August 1, 2020): jcs249607. http://dx.doi.org/10.1242/jcs.249607.

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ABSTRACTThe COVID-19 pandemic has disrupted traditional modes of scientific communication. In-person conferences and seminars have been cancelled and most scientists around the world have been confined to their homes. Although challenging, this situation has presented an opportunity to adopt new ways to communicate science and build scientific relationships within a digital environment, thereby reducing the environmental impact and increasing the inclusivity of scientific events. As a group of researchers who have recently created online seminar series for our respective research communities, we have come together to share our experiences and insights. Only a few weeks into this process, and often learning ‘on the job’, we have collectively encountered different problems and solutions. Here, we share our advice on formats and tools, security concerns, spreading the word to your community and creating a diverse, inclusive and collegial space online. We hope our experience will help others launch their own online initiatives, helping to shape the future of scientific communication as we move past the current crisis.

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Rubtsov, V. V., M. Cole, J. V. Wertsch, A. G. Asmolov, V. T. Kudryavcev, N. N. Nechaev, V. A. Lektorsky, et al. "Human Development and the Creative Potential of Culture (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)." Cultural-Historical Psychology 14, no. 4 (2018): 41–51. http://dx.doi.org/10.17759/chp.2018140406.

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On May 25, 2018 the Moscow State University of Psychology and Education hosted a methodological seminar “Human Development and the Creative Potential of Culture” (supervised by V.V. Rubtsov and B.D. Elkonin) that was dedicated to the 80th birthday of the renowned American psychologist professor Michael Cole, the disciple of A.R. Luria and the successor of the cultural-historical and activity approaches in psychology. Michael Cole has and continues to put a lot of effort into the internationalization and development of these acknowledged Russian approaches all over the world. The seminar was organized by the Cultural-Historical Psychology journal and the International UNESCO Chair of Cultural-Historical Psychology of Childhood (MSUPE). The issues discussed in the seminar included: 1. Understanding culture: from the environment to the origins of human development; 2. Cultural-historical psychology: the language of mutual understanding and the creative tool in science and education; 3. The diversity of cultural mediation of human activity in the modern world; 4. Cultural-activity approach as an interdisciplinary project; 5. Psychology and sociocultural practices of human development; 6. From joint activity towards co-creation of culture; 7. Imagination: the ‘third’ eye of culture. Among the participants of the seminar were Russian researchers V.V. Rubtsov, A.A. Margolis, A.G. Asmolov, V.T. Kudryavtsev, N.N. Nechaev, V.A. Lektorsky, T.V. Akhutina, Zh.M. Glozman, M.V. Falikman, B.D. Elkonin, V.A. Guruzhapov as well as M. Cole himself and his friend and colleague J.Wertsch (both participating online). The paper presents the full text of the discussion.

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Hallers, Cato ten. "The second North Sea seminar '86. The status of the North Sea environment: Reasons for Concern." Marine Policy 11, no. 2 (April 1987): 148–50. http://dx.doi.org/10.1016/0308-597x(87)90009-1.

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Aripova, Malika. "Pedagogical features of creating collaborative projects in training philological disciplines." Общество и инновации 2, no. 7/S (August 30, 2021): 44–51. http://dx.doi.org/10.47689/2181-1415-vol2-iss7/s-pp44-51.

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The article examines the pedagogical features of creating a collaborative project in the educational process of the university in the course of organizing and conducting a seminar with bachelor students in the discipline "History of Russian Literature". Features of the module “Artistic features of the novel in verse“ Eugene Onegin ”A.S. Pushkin ". Methodical recommendations for conducting classes in pedagogical universities. Creation of collaborative design and collaborative environment in conducting classes.

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E., Enwereji Ezinne, Ezeama Martina C., and Enwereji Kelechi O. "Creating and sustaining healthy work environment for professional advancement in health care institutions: a case study of nursing students’ clinical posting in Abia State." International Journal of Research in Medical Sciences 5, no. 9 (August 26, 2017): 3798. http://dx.doi.org/10.18203/2320-6012.ijrms20173952.

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Background: The need for nursing students to care and support patients especially those living positively with HIV and AIDS as well as those with terminal diseases should not be underestimated. By training, nursing students are expected to interact cordially with patients and other health care professionals but most times, the reverse is the case. Inter-professional and interpersonal education prepare nursing students on clinical posting to provide quality health care services to all patients irrespective of their ages and health conditions. Therefore, creating healthy work environment by encouraging team work, integrating treatment and prevention services to promote good health is imperative in ensuring patients’ safety, and enhanced inter-professional relationship.Methods: A two-day pre-clinical seminar which centered on professionalism, teamwork, interpersonal and inter-professional relationships, as well as effective communication to guarantee healthy work environments was carried out. The pre-clinical seminar was also used to prepare 186 nursing students on their expected roles during the twelve weeks’ clinical posting in health institutions. At the end of the students’ posting, two days post-clinical seminar aimed to harness students’ experiences, views and performances, as well as the teachers’ observations during the clinical posting was conducted. Thereafter, all comments on performances, observations, experiences and other remarks from the teachers and students were grouped together and analyzed qualitatively and quantitatively.Results: A good proportion of the students 142 (76.3%) established good interpersonal relationship with the patients who are HIV positive while 135 (72.6%) had effective inter-professional interaction with health care workers. Also 135 (72.6%) had good team work relationship with other health care professionals. There were better health care services to clients as evidenced by 95 (51.1%) of students who shared case managements with the health care workers and 122 (65.6%) of the students who used mobilization and advocacy to identify pressing challenges like inter-professional conflicts, poor uptake of messages about treatment and referrals as well as malnutrition among children. A respectable number of the students, 144 (77.4%) collaborated with colleagues to provide nutrition to malnourished children to improve their nutritional status, while 75 (40.3%) assisted in resolving some inter-professional conflicts.Conclusions: Students’ initiatives in management of cases, inter-professional and interpersonal learning experiences during clinical postings increased students’ understanding of teamwork and professionalism as well as promoted friendlier environments that guaranteed better health care services to patients.

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