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Journal articles on the topic 'Workshop'
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Boglione, Luciano, and Liuqing Yang. "Workshow Overview [Workshop." IEEE Microwave Magazine 11, no. 7 (December 2010): 7. http://dx.doi.org/10.1109/mmm.2010.938578.
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Bouchard, Bruno, Kevin Bouchard, Noam Brown, Niyati Chhaya, Eitan Farchi, Sebastien Gaboury, Christopher Geib, et al. "Reports of the Workshops of the 32nd AAAI Conference on Artificial Intelligence." AI Magazine 39, no. 4 (December 1, 2018): 45–56. http://dx.doi.org/10.1609/aimag.v39i4.2823.
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The AAAI-18 workshop program included 15 workshops covering a wide range of topics in AI. Workshops were held Sunday and Monday, February 2–7, 2018, at the Hilton New Orleans Riverside in New Orleans, Louisiana, USA. This report contains summaries of the Affective Content Analysis workshop; the Artificial Intelligence Applied to Assistive Technologies and Smart Environments; the AI and Marketing Science workshop; the Artificial Intelligence for Cyber Security workshop; the AI for Imperfect-Information Games; the Declarative Learning Based Programming workshop; the Engineering Dependable and Secure Machine Learning Systems workshop; the Health Intelligence workshop; the Knowledge Extraction from Games workshop; the Plan, Activity, and Intent Recognition workshop; the Planning and Inference workshop; the Preference Handling workshop; the Reasoning and Learning for Human-Machine Dialogues workshop; and the the AI Enhanced Internet of Things Data Processing for Intelligent Applications workshop.
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Culloty, Tonia, Derek L. Milne, and Alia I. Sheikh. "Evaluating the training of clinical supervisors: a pilot study using the fidelity framework." Cognitive Behaviour Therapist 3, no. 4 (December 2010): 132–44. http://dx.doi.org/10.1017/s1754470x10000139.
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AbstractTheevaluation of supervisor training has featured weak measurement and lacked a coherent framework, limiting effectiveness. A literature review was first conducted to clarify the current status of supervisor workshop evaluations, related to the promising fidelity framework. This consists of five criteria: the workshop's design, the training (competence of the trainer), the delivery of the workshop, the learning of the participants (receipt), and the clinical practice outcomes (enactment). Second, we applied this framework to the training of supervisors (n = 17) in a cognitive-behavioural therapy (CBT) approach, by analysing one trainer leading two successive supervisors’ workshops. The review of the literature indicated that there were significant psychometric and conceptual deficiencies in the current evaluation of supervisor training. The data from the case-study analysis suggest that the manual-based workshop could be delivered with high fidelity by this trainer (e.g. the CBT approach to supervision received 89% approval). The fidelity framework provided a systematic, feasible and coherent rationale for the evaluation of supervisor training. Our preliminary findings indicated that the workshop was successful. To fulfil its promise as an improved way of evaluating supervisor training, the framework should be piloted with other trainers, instruments and workshops, using controlled designs.
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Palocaren, Jeeji, Renjith Raj Puthuparampil, and Celine Mathew Thalappillil. "Two monologues do not make a dialogue: the need for medical specialty–specific communication workshops: population-based study." BMJ Leader 3, no. 1 (January 21, 2019): 15–18. http://dx.doi.org/10.1136/leader-2018-000083.
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AimIncreasing attacks on healthcare personnel in India have highlighted the need for improved communication between staff and patients. Currently, communication skill workshops target doctors and nurses, overlooking a key player relevant to patient satisfaction—allied health professionals (henceforth, AHPs). This study evaluates the impact of communication skills training for diagnostic laboratory and blood bank personnel on patient satisfaction scores.MethodThe impact of communication workshop for AHPs was tested through pre-workshop and post-workshop questionnaires to participants that tested how they handle communication with patients. Additionally, participants were also administered the questionnaire 4 months after the workshop to test knowledge retention. In parallel, the change in patient satisfaction towards AHPs was assessed by a pre-workshop and post-workshop patient survey.ResultsParticipants experienced a statistically significant improvement in communication skills, as measured by the pre-workshop and post-workshop questionnaires. This coincided with a significant increase in patient satisfaction scores after the workshop, as indicated by the patient satisfaction survey. The difference in communication skills scores between experienced and inexperienced personnel showed a marked decrease after the workshop, suggesting that such workshops can help inexperienced workers ‘catch up’ with more experienced workers. However, scores of all participants showed a statistically significant decrease after 4 months, suggesting that the use of such workshops can be enhanced through periodic refresher courses.ConclusionCommunication workshops for AHPs can play a crucial role in improving patient–hospital relations. These workshops can also help standardise services by bridging communication skill differences between experienced and inexperienced staff.
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Gao, Zenggui, Jiaying Li, Mengyao Dong, Ruining Yang, and Lilan Liu. "Human–System Interaction Based on Eye Tracking for a Virtual Workshop." Sustainability 14, no. 11 (June 3, 2022): 6841. http://dx.doi.org/10.3390/su14116841.
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With the constant exploration and development of intelligent manufacturing, the concept of digital twins has been proposed and applied. In view of the complexity and intellectualization of virtual workshop systems, real workshops can link with virtual workshosp based on AR under the structure of digital twins, which allows users to interact with virtual information and perceive the virtual information superimposed on the real world with great immersion. However, the three-dimensionality of virtual workshops and interaction with complex workshop information can be challenging for users. Due to a shortage of input bandwidth and the nontraditional mode of interaction, a more natural interaction technique for virtual workshops is required. To solve such problems, this paper presents a technical framework for 3D eye movement interaction applied to a virtual workshop. An eye movement interaction technique, oriented to implicit interaction and explicit interaction, is developed by establishing behavior recognition and interaction intention understanding. An eye-movement experiment verifies the former’s accuracy is above 90% and had better recognition performance. A better feature vector group of the latter is selected to establish a model and verify its feasibility and effectiveness. Finally, the feasibility of the framework is verified through the development of an application example.
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Zhang, Qinglei, Yang Wei, Zhen Liu, Jianguo Duan, and Jiyun Qin. "A Framework for Service-Oriented Digital Twin Systems for Discrete Workshops and Its Practical Case Study." Systems 11, no. 3 (March 19, 2023): 156. http://dx.doi.org/10.3390/systems11030156.
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To address issues in discrete manufacturing workshops, such as the difficulty for management personnel to coordinate workshop production and the challenge of visualizing and supervising a massive amount of temporary data, this paper proposes a service-oriented digital-twin-system framework for discrete workshops using the industrial IoT platform as the system-service platform to solve the problems of the opaque monitoring of operators in discrete workshops, the low interactivity of 2D monitoring systems, and the difficulty of the visual monitoring of workshop data. Firstly, the current situation of intelligent manufacturing workshop-monitoring demand in the context of new-generation information technology is analyzed, and a six-dimensional digital-twin-workshop-monitoring architecture is proposed, whereby a discrete workshop monitoring system based on the digital twin is constructed with IoT as the service platform. We will conduct research on the construction of virtual workshops for the system development process, twin data collection based on edge computing gateways, and dynamic monitoring of the production process. Finally, through the application of this system framework in a movable-arm-production workshop, the more intelligent human–machine interaction process of browsing and controlling workshop information, such as the equipment layout and production processes in the virtual workshop, has been realized. This includes data acquisition based on edge-computing gateways, dynamic real-time monitoring of the production process, etc., which provides a reference for realizing the visual monitoring of the discrete workshop.
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Nishimura, Naoko, Nobuhiro Inoue, Hiroaki Masuhara, and Tadahiko Musha. "Impact of Future Design on Workshop Participants’ Time Preferences." Sustainability 12, no. 18 (September 21, 2020): 7796. http://dx.doi.org/10.3390/su12187796.
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In this paper, we examine the impact of Future Design (FD) on public workshops organized in Matsumoto city, Japan, for its city hall renovation plan. We ran an FD workshop and an ordinary workshop as a control, and the participants were randomly assigned to one of the two workshops. We identified the SVO (social value orientation) type (pro-social, pro-self, and other) and elicited time preference of each participant using simple questionnaires that were independent of the context of the workshops. We found that pro-self individuals tend to have shorter time perspectives than pro-social individuals before the workshops. While the pro-self individuals who went through the ordinary workshop became even more myopic, we did not detect such adverse effects in the FD workshop. This contrast between the ordinary and FD workshops is consistent with the qualitative differences in the policy outcomes between the two workshops. The discussions in the ordinary workshop tended to focus on the resolution of today’s needs, such as acquiring more rooms and more services, etc., while the discussions in the FD workshop focused on the more fundamental functions of the city hall that will be needed in the future, thereby leading to more constructive policy proposals. Such demand-based discussions in the ordinary workshop may have been a result of the growing myopia within the pro-self participants, who insisted on ensuring their current needs.
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Dixit, Arti, P. Dhanalakshmi, Pallavi Tripathi Rameshchandra, Karina S. Chachlani, Bhavna Jha Kukreja, Ananya, Amit Kumar, and Bhumika Kamal Badiyani. "Effectiveness of Online vs. In-Person Periodontal Health Workshops for Public Awareness." Journal of Pharmacy and Bioallied Sciences 16, Suppl 1 (February 2024): S780—S782. http://dx.doi.org/10.4103/jpbs.jpbs_1006_23.
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ABSTRACT Background: Periodontal health is a critical aspect of overall oral health, yet public awareness and education on this topic remain limited. With the increasing prevalence of online health education platforms, it is essential to evaluate the effectiveness of online periodontal health workshops compared with traditional in-person workshops on improving public awareness Materials and Methods: Study Design: This randomized controlled trial (RCT) aimed to assess the impact of online and in-person periodontal health workshops on public awareness. Participants (N = 500) were randomly assigned to one of two groups: the online workshop group or the in-person workshop group. Online Workshop: Participants in this group accessed an interactive online periodontal health workshop, consisting of video presentations, animations, and quizzes. The workshop covered topics, such as gum disease prevention, oral hygiene, and the importance of regular dental checkups. In-Person Workshop: Participants in this group attended a traditional in-person periodontal health workshop conducted by dental professionals. The content and duration of this workshop mirrored the online version. Pre- and Postworkshop Assessments: Both groups completed pre-workshop and postworkshop assessments, including a knowledge questionnaire and a self-assessment of oral health habits. Arbitrary scores were assigned to quantify knowledge gain (0–100%). Results: Participants in the online workshop group showed a mean knowledge gain of 30% (standard deviation (SD) = 5.2), while those in the in-person workshop group exhibited a mean knowledge gain of 35% (SD = 4.7). The self-assessment of oral health habits indicated an improvement in both groups, with 60% of participants reporting better oral hygiene practices Conclusion: Both online and in-person periodontal health workshops demonstrated effectiveness in improving public awareness and promoting better oral health habits. Combining both modalities could be an effective strategy for comprehensive public education on periodontal health.
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Arribathi, Abdul Hamid, Saryani Saryani, and Haris Haris. "PERANCANGAN APLIKASI SMART SEMINAR DAN WORKSHOP BERBASIS WEBSITE." Journal CERITA 5, no. 2 (August 1, 2019): 156–64. http://dx.doi.org/10.33050/cerita.v5i2.409.
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Seminars and workshops are inseparable activities from the world of education in higher education. As the implementation of the Tridharma of Higher Education is teaching, research and service. The results of the research conducted require publication through writing or seminars and workshops. However, there are still many seminars and workshops that hold it conventionally starting from the announcement of the event, registration of participants, to the process of implementing the event. So that it feels less effective. Therefore a Smart Seminar and web and Android based Workshop system is needed, which can facilitate the announcement of events and registration of participants online, absent attendees with QRCode, and make participants able to ask questions directly through the application without interrupting the content being conveyed by the speaker. The research method that was carried out in the first stage was collecting data and information through interviews, literature studies, and Focus Group Discussion (FGD) with seminar and workshop experts. The second stage is to build the system using the Waterfall type SDLC (System Development Life Cycle) method. The Waterfall Model provides a sequential or sequential software lifecycle approach starting from analysis, design, coding, testing, and maintenance. The results of the Smart Seminar and Worksop system design can facilitate educational institutions in conducting seminars and workshops effectively and more quality, as well as more interactive between participants and speakers in terms of questions and answers. This application can be accessed via a web browser or with an Android application.
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Borisova, Tatiana, and Pilar Useche. "Exploring the Effects of Extension Workshops on Household Water-use Behavior." HortTechnology 23, no. 5 (October 2013): 668–76. http://dx.doi.org/10.21273/horttech.23.5.668.
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The effectiveness of 2-hour extension workshops focused on residential water conservation is examined. We used a sample of irrigation water-use data for 57 workshop participants and 43 nonparticipants, and applied a fixed effect regression analysis method. The results show that the workshops were effective in reducing attendees’ irrigation water use; however, the effect was short-lived. Furthermore, the effect of the workshop attendance depended on the household sample considered, and for a subsample of low-use workshop participants, water use tended to increase following the workshop.
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Belay, Hiberet Tessema, Brían Ó Ruairc, and Allys Guérandel. "Workshops: an important element in medical education." BJPsych Advances 25, no. 1 (December 17, 2018): 7–13. http://dx.doi.org/10.1192/bja.2018.41.
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SUMMARYWorkshops are used in many psychiatric teaching and learning contexts, from undergraduate to continuing professional development. Most psychiatrists have at some time attended a workshop. However, the terms workshop, tutorial and small-group teaching are used indiscriminately. It is therefore important to reflect on what characterises a workshop, the learning theories behind their development and what learning needs workshops best meet. We give an outline of the evidence for workshops in medical education and review the principles governing how to conduct workshops and the use of technology to enhance their delivery. Data collected from an undergraduate psychiatry course delivered in an Irish university are used to illustrate how applying these principles contributes to optimising the use of workshops from both the learners’ and facilitators’ perspective.LEARNING OBJECTIVES•Understand what an educational workshop is•Be able to relate workshops to current approaches in medical education•Appreciate the use of an effective educational workshopDECLARATION OF INTERESTNone.
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Grainger, Michelle N., Sue Hegarty, Penelope Schofield, Vicki White, and Michael Jefford. "Discussing the transition to palliative care: Evaluation of a brief communication skills training program for oncology clinicians." Palliative and Supportive Care 8, no. 4 (September 28, 2010): 441–47. http://dx.doi.org/10.1017/s1478951510000313.
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AbstractObjective:Discussing the transition from active anti-cancer treatment to palliative care can be difficult for cancer patients and oncology health professionals (OHP). We developed a brief communication skills workshop to assist OHP with these conversations, and examined satisfaction with the workshop and perceived confidence regarding these discussions.Method:Interactive workshops were conducted by trained facilitators and included cognitive, behavioral, and experiential components. The major component of the workshop involved role-plays with trained actors (simulated patients). Participants completed an evaluation questionnaire.Results:Sixty-two OHP participated in workshops. Overall, participants were highly satisfied with the workshop content and format. All participants felt the workshop provided relevant practical information, and >80% thought that participation benefited their work. Over 98% said that the workshop had increased confidence in their communication skills.Significance of results:Participants were very satisfied with the workshop, and thought that participation increased confidence in communicating about the transition to palliative care. Dissemination of this model of communication skills training seems warranted.
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Lauttamäki, Ville. "ACTVOD-futures workshop – a generic structure for a one-day futures workshop." Foresight 18, no. 2 (April 11, 2016): 156–71. http://dx.doi.org/10.1108/fs-01-2015-0003.
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Purpose This paper introduces a generic structure for a futures workshop, developed especially to be used in brief practically oriented foresight projects. Based on experiences of tens of dozens of workshops where this method has been used, this paper aims to inform and educate practitioners of futures studies on the method and discuss its characteristics. Design/methodology/approach The design of the ACTVOD workshop method was influenced by the need to have a futures workshop design that would encourage creativity and allow for the hosting of a futures workshop in a rather short amount of time. ACTVOD takes advantage from several theoretical insights and methods within futures studies. It combines elements from heuristic problem-solving, scenario workshops (focus on finding action plans towards desired future) and soft systems methodology. Findings ACTVOD is a rather easy and time-efficient way of producing and collecting good-quality insights on the future and bringing those insights to a practical level. Major challenges using it relate to the transition between workshop stages and on reporting, which relies heavily on participants' activity. Originality/value This is the first time the characteristics of the ACTVOD workshop method are thoroughly introduced in an academic journal. Learning of the method would be useful for practitioners of participatory futures studies methods, especially those who are frequently invited to facilitate short workshops for varying audiences.
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Hock, Lauren E., Brittni A. Scruggs, Patrick B. Barlow, Thomas A. Oetting, Michael D. Abràmoff, and Erin M. Shriver. "Responding to Patient-Initiated Verbal Sexual Harassment: Outcomes of a Pilot Training for Ophthalmologists." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e175-e180. http://dx.doi.org/10.1055/s-0040-1717062.
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Abstract Background Sexual harassment of physicians by patients is highly prevalent and rarely reported. Little is known on how to prepare physicians to handle verbal sexual harassment that detracts from their ability to provide care but does not meet the threshold for reporting. Purpose To assess the impact of a sexual harassment workshop and toolkit for ophthalmologists and ophthalmology trainees on responding to patient-initiated verbal sexual harassment. Methods A survey study of ophthalmology faculty, fellows, and residents who participated in workshops on responding to patient-initiated verbal sexual harassment was performed at an academic center. A toolkit of strategies for response was distributed. Volunteer participants completed a retrospective pretest–posttest evaluation at the conclusion of the workshop and follow-up survey 3 weeks after the workshops on whether they experienced harassment and intervened. The pretest–posttest surveys assessed the workshop's effect on ophthalmologists' perceptions of and preparedness to respond to sexual harassment in the moment using a 5-point Likert scale, including bystander intervention. Participants described their responses observing and/or experiencing patient-initiated sexual harassment in the 3 weeks following the workshop and whether they had intervened toward the harassment. Results Ophthalmologists (n = 31) felt significantly more prepared to respond to patient-initiated sexual harassment directed toward themselves or a trainee in the moment after participating in the workshop (4.5 ± 1.63) than before (3.0 ± 1.3) with a mean change of 1.6 (95% confidence interval: 0.98–2.2, p < 0.001). After the workshop, 86.3% of participants felt mostly or completely prepared to respond to comments about their age, gender, marital status, appearance, attractiveness, a specific body part, and sexual or inappropriate jokes. Most participants (83.9%) said that they had not previously received training on techniques for responding to patient-initiated sexual harassment. Two-thirds (66.7%) of participants who experienced (n = 8) or observed (n = 13) harassment (n = 15) following the workshop intervened. All participants who intervened toward patient-initiated harassment behavior after the workshop (n = 10) found the Sexual Harassment Toolkit helpful in addressing harassment in the moment. Conclusion Participation in a brief skills-based workshop significantly improved ophthalmologists' preparedness to respond to verbal sexual harassment by patients.
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Stump, Robert W. "Assessing the Impacts of Career Development in Organizations: A Case in Point." Public Personnel Management 15, no. 4 (December 1986): 399–419. http://dx.doi.org/10.1177/009102608601500409.
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An examination of follow-up surveys of participants in ten career planning and development workshops at the Naval Surface Weapons Center (NSWC) indicates that on every measure which shows a statistically robust difference, the change is in a direction that was suggested or recommended by the workshop. Participants (1) give the workshop high marks in helping them meet the NSWC objectives, (2) do the things which the workshop teaches and recommends to advance their careers, (3) overwhelmingly recommend the workshop to others in NSWC, (4) accomplish both the one-month and six-month goals they set for themselves, and (5) see improvements in their performance on the job. The supervisors who recommended these participants to the workshop believe the workshops are worthwhile, and judge that the workshops meet the objectives they had for sending the participants in the first place. Following their article, the author presents a bibliography on career development in organizations.
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Matz, Lou. "Philosophical Counseling for Counselors." International Journal of Philosophical Practice 1, no. 2 (2002): 68–73. http://dx.doi.org/10.5840/ijpp2002125.
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One promising form of philosophical practice is to conduct workshops on philosophical counseling for counselors. Since licensed professionals, such as Marriage and Family Counselors and Licensed Clinical Social Workers sometimes confront situations that raise philosophical issues and usually have a philosophical perspective that informs their practice, they could profit from a workshop on philosophical counseling; the workshop also qualifies for continuing education units (CEUs) that are typically required to renew their licenses. This paper describes the principal purposes of a workshop for counselors, the structure of two such workshops, and suggestions for improvement of future workshops.
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Kantar, Rami S., Corstiaan C. Breugem, Kristen Keith, Serena Kassam, Charanya Vijayakumar, Mikaela Bow, Allyson R. Alfonso, et al. "Simulation-Based Comprehensive Cleft Care Workshops: A Reproducible Model for Sustainable Education." Cleft Palate-Craniofacial Journal 57, no. 10 (July 30, 2020): 1238–46. http://dx.doi.org/10.1177/1055665620944781.
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Objective: Evaluate simulation-based comprehensive cleft care workshops as a reproducible model for education with sustained impact. Design: Cross-sectional survey-based evaluation. Setting: Simulation-based comprehensive cleft care workshop. Participants: Total of 180 participants. Interventions: Three-day simulation-based comprehensive cleft care workshop. Main Outcome Measures: Number of workshop participants stratified by specialty, satisfaction with the workshop, satisfaction with simulation-based workshops as educational tools, impact on cleft surgery procedural confidence, short-term impact on clinical practice, medium-term impact on clinical practice. Results: The workshop included 180 participants from 5 continents. The response rate was 54.5%, with participants reporting high satisfaction with all aspects of the workshop and with simulation-based workshops as educational tools. Participants reported a significant improvement in cleft lip (33.3 ± 5.7 vs 25.7 ± 7.6; P < .001) and palate (32.4 ± 7.1 vs 23.7 ± 6.6; P < .001) surgery procedural confidence following the simulation sessions. Participants also reported a positive short-term and medium-term impact on their clinical practices. Conclusion: Simulation-based comprehensive cleft care workshops are well received by participants, lead to improved cleft surgery procedural confidence, and have a sustained positive impact on participants’ clinical practices. Future efforts should focus on evaluating and quantifying this perceived positive impact, as well reproducing these efforts in other areas of need.
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Liapis, Antonios, Michael Cook, Adam M. Smith, Gillian Smith, Alexander Zook, Mei Si, Marc Cavazza, and Philippe Pasquier. "Workshops Held at the Ninth Annual AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE): A Report." AI Magazine 35, no. 2 (June 19, 2014): 65–68. http://dx.doi.org/10.1609/aimag.v35i2.2536.
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The Ninth Annual AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment (AIIDE) was held October 14–18, 2013, at Northeastern University in Boston, Massachusetts. Workshops were held on the two days prior to the start of the main conference, giving attendees a chance to hold in-depth discussions on topics that complement the themes of the main conference program. This year the workshops included the First Workshop on AI and Game Aesthetics (1 day), The Second Workshop on AI in the Game Design Process (1 day), The Second International Workshop on Musical Metacreation (2 day), The Sixth Workshop on Intelligent Narrative Technologies (2 day).
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Apriawan, M. Rizky, Irwan Adi Pribadi, and Yohana Tri Utami. "PENERAPAN APLIKASI PENCARIAN LOKASI BENGKEL DI KOTA BANDAR LAMPUNG ( STUDI KASUS VESPA)." Jurnal Pepadun 2, no. 3 (December 1, 2021): 396–402. http://dx.doi.org/10.23960/pepadun.v2i3.91.
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Applications are ready-made programs that can be used to run commands from application users in order to get more accurate results. The search application for the location of the vespa workshop in the city of Bandar Lampung is made to make it easier for users to find workshops. Information on the location of workshops that have been running so far but is less efficient. In finding the location of the Vespa workshop in the city of Bandar Lampung, still using the manual this method takes a long time to find a Vespa workshop in the city of Bandar Lampung. This research uses simple hill climbing method. This research produces what is in accordance with user needs. The search application for the location of the vespa workshop in Bandar Lampung can see the location of the vespa workshop in the city of Bandar Lampung and can search for the address of the vespa workshop with the location of the nearest vespa workshop from the user quickly and easily.
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Preszler, Ralph W. "Replacing Lecture with Peer-led Workshops Improves Student Learning." CBE—Life Sciences Education 8, no. 3 (September 2009): 182–92. http://dx.doi.org/10.1187/cbe.09-01-0002.
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Peer-facilitated workshops enhanced interactivity in our introductory biology course, which led to increased student engagement and learning. A majority of students preferred attending two lectures and a workshop each week over attending three weekly lectures. In the workshops, students worked in small cooperative groups as they solved challenging problems, evaluated case studies, and participated in activities designed to improve their general learning skills. Students in the workshop version of the course scored higher on exam questions recycled from preworkshop semesters. Grades were higher over three workshop semesters in comparison with the seven preworkshop semesters. Although males and females benefited from workshops, there was a larger improvement of grades and increased retention by female students; although underrepresented minority (URM) and non-URM students benefited from workshops, there was a larger improvement of grades by URM students. As well as improving student performance and retention, the addition of interactive workshops also improved the quality of student learning: Student scores on exam questions that required higher-level thinking increased from preworkshop to workshop semesters.
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Dillon, Matthew R., Evan Bolyen, Anja Adamov, Aeriel Belk, Emily Borsom, Zachary Burcham, Justine W. Debelius, et al. "Experiences and lessons learned from two virtual, hands-on microbiome bioinformatics workshops." PLOS Computational Biology 17, no. 6 (June 24, 2021): e1009056. http://dx.doi.org/10.1371/journal.pcbi.1009056.
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In October of 2020, in response to the Coronavirus Disease 2019 (COVID-19) pandemic, our team hosted our first fully online workshop teaching the QIIME 2 microbiome bioinformatics platform. We had 75 enrolled participants who joined from at least 25 different countries on 6 continents, and we had 22 instructors on 4 continents. In the 5-day workshop, participants worked hands-on with a cloud-based shared compute cluster that we deployed for this course. The event was well received, and participants provided feedback and suggestions in a postworkshop questionnaire. In January of 2021, we followed this workshop with a second fully online workshop, incorporating lessons from the first. Here, we present details on the technology and protocols that we used to run these workshops, focusing on the first workshop and then introducing changes made for the second workshop. We discuss what worked well, what didn’t work well, and what we plan to do differently in future workshops.
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H, Riswantoro Ikhwan, Nugroho Agung Pambudi, and Yuyun Estriyanto. "Penggalian Data Bengkel Untuk Basis Data Awal Aplikasi Mybengkel Menggunakan Location Based Service." NOZEL Jurnal Pendidikan Teknik Mesin 4, no. 1 (July 18, 2022): 44. http://dx.doi.org/10.20961/nozel.v1i1.63589.
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Abstract: Motorcyclists and cars have difficulty finding a repair shop when it breaks down on the road, because of the lack of information on the location of the workshop around. In the end, it raises the need for vehicle users to find out information about the workshop and the location of the workshop. The purpose of this study is to present data on the operational characteristics of the workshop. This study uses a quantitative survey method. Collecting data in this study using a questionnaire with a resource person, namely the owner of the workshop. The research instrument was compiled in the form of a questionnaire that had been tested for instrument validity by experts. The results of the questionnaire data obtained from the respondents were then tabulated using Microsoft Excel into a bar chart. This study took a sample of 70 workshops in Solo Raya. The results of this study indicate that the average operating hours of workshops in Solo Raya are at 08.00 WIB. The average closing hours for workshop operations in Solo Raya is 16.00 WIB. The types of workshops are divided into 2, namely general workshops there are 62 workshops while specialist workshops have 8 workshops. The average type of workshop work that can serve consumers is light service. There are 43 mechanics who can be called out of the workshop, while 27 workshops cannot be called out. The average number of mechanics for motorcycle and car repair shops in Solo Raya is 1 and 2 mechanics. The average estimated cost of a light motorcycle service is Rp. 30,500, the average estimated service cost for motorbikes is Rp. 136,500, the average estimated cost of a light car service is Rp. 175,500, the average estimated service cost for the weight of the car is Rp. 1,987,500, the average estimated cost of motorcycle tires is Rp. 10,200, the average estimated cost of washing a motorbike is Rp. 22,500, the average estimated cost of body repair is Rp. 300,000, the average estimated cost of repairing the dynamo is Rp. 550.000, the average estimated cost of car AC service is Rp. 125,000, the average estimated cost of repairing a car radiator is Rp. 300,000, the average estimated cost of car carburetor service is Rp. 187,500, and the estimated average cost of a chassis specialist is Rp. 375,000.
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Silverzweig, Stan, and Nicholas D'Agostino. "A Promising Workshop Model." Family Business Review 8, no. 3 (September 1995): 211–19. http://dx.doi.org/10.1111/j.1741-6248.1995.00211.x.
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Family business workshops are given at many universities, family business forums, and consultant practices. This article discusses the practice of one family-business workshop program. This workshop program has been carried out for seven years. An intervention model is laid out and the results of the model and the workshop are analyzed on the basis of participant responses and behaviors.
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Savoy, April, Himalaya Patel, Umber Shahid, Alexis D. Offner, Hardeep Singh, Traber D. Giardina, and Ashley N. D. Meyer. "Electronic Co-design (ECO-design) Workshop for Increasing Clinician Participation in the Design of Health Services Interventions: Participatory Design Approach." JMIR Human Factors 9, no. 3 (September 22, 2022): e37313. http://dx.doi.org/10.2196/37313.
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Background Participation from clinician stakeholders can improve the design and implementation of health care interventions. Participatory design methods, especially co-design methods, comprise stakeholder-led design activities that are time-consuming. Competing work demands and increasing workloads make clinicians’ commitments to typical participatory methods even harder. The COVID-19 pandemic further exacerbated barriers to clinician participation in such interventions. Objective The aim of this study was to explore a web-based participatory design approach to conduct economical, electronic co-design (ECO-design) workshops with primary care clinicians. Methods We adapted traditional in-person co-design workshops to web-based delivery and adapted co-design workshop series to fit within a single 1-hour session. We applied the ECO-design workshop approach to codevelop feedback interventions regarding abnormal test result follow-up in primary care. We conducted ECO-design workshops with primary care clinicians at a medical center in Southern Texas, using videoconferencing software. Each workshop focused on one of three types of feedback interventions: conversation guide, email template, and dashboard prototype. We paired electronic materials and software features to facilitate participant interactions, prototyping, and data collection. The workshop protocol included four main activities: problem identification, solution generation, prototyping, and debriefing. Two facilitators were assigned to each workshop and one researcher resolved technical problems. After the workshops, our research team met to debrief and evaluate workshops. Results A total of 28 primary care clinicians participated in our ECO-design workshops. We completed 4 parallel workshops, each with 5-10 participants. We conducted traditional analyses and generated a clinician persona (ie, representative description) and user interface prototypes. We also formulated recommendations for future ECO-design workshop recruitment, technology, facilitation, and data collection. Overall, our adapted workshops successfully enabled primary care clinicians to participate without increasing their workload, even during a pandemic. Conclusions ECO-design workshops are viable, economical alternatives to traditional approaches. This approach fills a need for efficient methods to involve busy clinicians in the design of health care interventions.
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Barot, Camille, Michael Buro, Michael Cook, Mirjam Palosaari Eladhari, Boyang “Albert” Li, Antonios Liapis, Magnus Johansson, et al. "The AIIDE 2015 Workshop Program." AI Magazine 37, no. 2 (July 4, 2016): 91–94. http://dx.doi.org/10.1609/aimag.v37i2.2660.
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The workshop program at the Eleventh Annual AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment was held November 14–15, 2015 at the University of California, Santa Cruz, USA. The program included 4 workshops (one of which was a joint workshop): Artificial Intelligence in Adversarial Real-Time Games, Experimental AI in Games, Intelligent Narrative Technologies and Social Believability in Games, and Player Modeling. This article contains the reports of three of the four workshops.
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Peacemaker, Bettina, and Martha Roseberry. "Creating a sustainable graduate student workshop series." Reference Services Review 45, no. 4 (November 13, 2017): 562–74. http://dx.doi.org/10.1108/rsr-04-2017-0010.
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Purpose The purpose of this paper is to report on librarians’ experience creating and sustaining a workshop and webinar series for graduate students over the course of four years. Design/methodology/approach Difficulties hosting and promoting stand-alone graduate workshops and a collaborative method for planning workshop days and webinars are described in this case study. Attendance data were collected and recorded for each event, and additional quantitative data were collected via registration forms and post-event surveys. Findings Working collaboratively as a department eased planning and promotional responsibilities, allowing for a sustainable workshop series. Focusing on a limited number of events per semester and developing a brand identity for the series streamlined promotion and increased attendance, relative to discipline-based, stand-alone workshops. Originality/value While many libraries host workshops, the originality of the program lies in the collaborative planning and promotion process that efficiently uses librarian time and expertise to continuously offer well-attended graduate workshops and webinars. This case study could be used as an example for institutions considering to start a workshop series or those experiencing difficulties with stand-alone workshops.
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Bellotti, William, and John Ingram. "Enhancing capacity of scientists and practitioners for promoting more sustainable and resilient food systems in Indonesia and the South Pacific." APN Science Bulletin 2022, no. 1 (December 12, 2022): 161–71. http://dx.doi.org/10.30852/sb.2022.2004.
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Three Resilient Food Systems training workshops were delivered in Bogor, Indonesia, Suva, Fiji, and Port Vila, Vanuatu. The workshops provided young and early-career professionals with the latest international thinking on food systems and resilience. The workshop teaching material was based on the IFSTAL (Interdisciplinary Food System Teaching and Learning; www.ifstal.ac.uk) programme initially developed in the United Kingdom. The intensive six-day workshop programme integrates learning across three connected themes: food systems and resilience concepts, soft system methodology, and personal skills and development. Each workshop is locally contextualised with field trips, local inspirational guest speakers, and local real-world food system case studies. Throughout the duration of the workshop, participants apply new concepts and methodologies to their case studies, thereby enhancing their understanding and learning. Participant evaluation of the workshops was overwhelmingly positive, and pleasingly, participants reported positive learning outcomes across all three learning themes. These workshops represent just the initial step in a necessarily long and sustained effort to establish a community of food system professionals across Indonesia and Pacific Island states.
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McNabb, Wyue L., Sandy Cook, Barbara Fischer, Michael T. Quinn, and Linda Haas. "Dissemination of a Continuing Education Program in Diabetes to Health Care Professionals." Diabetes Educator 20, no. 1 (February 1994): 35–40. http://dx.doi.org/10.1177/014572179402000107.
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A goal of the Diabetes Research and Training Centers (DRTCs) is to translate advances in diabetes research into irnproved patient care by providing innovative, state-of the-art training for health care professionals. This paper is a report on a collaborative DRTC-AADE training project. A 2-day diabetes program developed by the Chicago DRTC was packaged as a Workshop Instructor's Guide with accompanying slides and materials. AADE faculty observed the workshop presented by DRTC faculty and subsequently presented the workshop themselves. The evaluation design involved coinparitig a workshop presented by the DRTC faculty with a workshop presented by faculty from AADE. Three components were included in the evaluation: the participants' evaluation, a commitment-to-change evaluation, and the faculty observations. When cottiparitig workshops, few differences were observed in participants' or faculty observers' evaluations. Moreover, participants at both workshops were equally successful at meeting goals related to improving their diabetes education practice behaviors. Dissemination of the program has been expanded and the workshop has become part of AADE's national continuing education efforts.
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Abreu, Rui, Shaukat Ali, and Tao Yue. "First International Workshop on Quantum Software Engineering (Q-SE 2020)." ACM SIGSOFT Software Engineering Notes 46, no. 2 (March 30, 2021): 30–32. http://dx.doi.org/10.1145/3448992.3449000.
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The First International Workshop on Quantum Software Engineering (Q-SE 2020), co-located with the 42nd International Conference on Software Engineering (ICSE 2020), was held between July 2 and July 3, 2020. The workshop was originally scheduled to be a physical event in May 2020. Due to the SARS-CoV-2, aligned with the main conference, the workshop was held virtually instead. This report summarizes the keynote speeches, the paper presentations in the workshop, and the ensuing discussions. IEEE and ACM publish the proceedings of the workshop as part of the ICSE 2020 Workshops Companion.
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Rubiono, Gatut, Ikhwanul Qiram, and Adi Pratama Putra. "Identifikasi Pengetahuan Manajemen Peralatan dan Prosedur Kerja di Bengkel Mobil di Kabupaten Banyuwangi." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 1, no. 2 (October 13, 2017): 40. http://dx.doi.org/10.36339/je.v1i2.47.
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Management has important role in automotive workshop. Small scale workshops usually have a lack ofbusiness knowledge. This activity is aimed to identify tool and working procedure management knowledge in automotiveworkshops in Banyuwangi district. The identification is done by direct survey and interview to 3 workshop owners. Theresult shows that workshops have not applied business management properly. The workshops need practical managementknowledge which easy to apply for the business
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Shulska, Nataliia M., Nataliia M. Matviichuk, Yuriy V. Hromyk, Nataliia V. Kolenda, and Nataliia Yu Rymar. "ORGANIZING ICT-SUPPORTED WORKSHOPS AT UNIVERSITIES." Information Technologies and Learning Tools 61, no. 5 (October 31, 2017): 175. http://dx.doi.org/10.33407/itlt.v61i5.1814.
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The article systematizes theoretical and practical experience of organizing classes in the format of dynamic training using the technology of the workshop in higher educational institutions. The emphasis is placed on the peculiarities of the use of integrated workshops with technical (computer) support during classes, as well as remote workshops for the organization of students’ independent work. The practical experience of organizing dynamic training in the form of the workshop for students of Journalism with the use of both an integrated «training workshop» and the possibilities of a free training platform «Prometheus» is presented. Based on the questionnaire of the participants in the training group, the advantages of using the technology of the workshop in the educational process are determined.
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Chen, Cuimei, Jun Liu, and Jia Liu. "A Hybrid Evolutionary Algorithm for Multi-Stage Workshop Sequencing in Car Production." Processes 11, no. 10 (October 17, 2023): 2990. http://dx.doi.org/10.3390/pr11102990.
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During the car production process, diverse production workshops have distinct prerequisites for car body sequencing. This results in the intricate nature of sequencing within multi-stage car workshops. In this study, an optimization method for car body sequencing is proposed that combines a hybrid evolutionary algorithm with heuristic rules. In the welding workshop, a genetic algorithm is employed to optimize the vehicle sequencing. Simultaneously, a differential evolution algorithm is used to optimize the inbound sequence of the buffer zone between the welding and painting workshops, as well as the inbound sequence of the buffer zone between the painting and assembly workshops. Heuristic rules are applied to optimize the outbound sequence of the buffer zone between the welding and painting workshops, as well as the outbound sequence of the buffer zone between the painting and assembly workshops. In addition, in order to improve the quality of the initial population, a heuristic method-based initial population construction method is proposed. The optimization objectives are the number of vehicle model changes in the welding workshop, the number of color changes in the painting workshop, and the total number of overloads in the assembly workshop. The experimental results show that the proposed method performs better than the five outstanding evolutionary algorithms.
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Chen, Lei-Shih, Yu-Lyu Yeh, Patricia Goodson, Shixi Zhao, Eunju Jung, Amber Muenzenberger, Oi-Man Kwok, and Ping Ma. "Training Texas Public Health Professionals and Professionals-In-Training in Genomics." American Journal of Health Promotion 33, no. 8 (July 8, 2019): 1159–65. http://dx.doi.org/10.1177/0890117119860040.
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Purpose: The purpose of this study is to evaluate the effects of genomics training workshops for public health professionals and professionals-in-training. Design: A pre- and post-test evaluation design with 3-month follow-up. Setting and Participants: Thirteen genomics training workshops were delivered across Texas to 377 public health professionals and professionals-in-training (66.7% were ethnic minorities). Intervention: Three-hour theory-based, face-to-face genomics training workshops focusing on family health history practice were delivered. Methods: We administered surveys prior to the workshops, immediately post-workshops, and at 3-month follow-up to examine the changes in participants’ knowledge, attitudes, intention, self-efficacy, and behavior in adopting genomics into public health practice. Linear mixed modeling analyses were used to analyze the quantitative survey data. A content analysis was also conducted for qualitative survey data analysis. Results: Genomics practice significantly improved among public health professionals at 3-month follow-up ( P < .01). For all participants, knowledge, attitudes, intention, and self-efficacy scores increased significantly immediately post-workshop compared to the pre-workshop scores (all Ps < .01). Knowledge and attitudes scores at the 3-month follow-up remained significantly higher than those scores at the pre-workshop (all Ps < .01). The feedback from workshop participants was positive. Conclusion: Our genomics training workshop is an effective program that can be disseminated at a national level to establish genomic competencies among public health professionals and professionals-in-training in the United States.
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Nurcahyawati, Vivine, and Endra Rahmawati. "PEMANFAATAN GENERATIVE AI DALAM PEMBUATAN PERANGKAT PEMBELAJARAN: WORKSHOP UNTUK GURU SMK NEGERI 10 SURABAYA." Jurnal Abdi Insani 11, no. 2 (June 19, 2024): 1747–56. http://dx.doi.org/10.29303/abdiinsani.v11i2.1577.
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One of the fast-growing technologies that has great potential in the world of education is artificial intelligence. (Artificial Intelligence). The workshop aims to enhance teachers' understanding and skills in using Artificial Intelligence, the ChatGPT and Tome.App applications, to develop more interesting and effective learning plans and create more innovative material presentations. The method of this activity begins with conducting surveys to understand the needs and challenges faced by teachers in using Artificial Intelligence technology. Next, a workshop module is set up to guide the workshop participants. Evaluation instruments are also prepared to measure participants' understanding before and after the workshop, as well as to assess participants' satisfaction with the overall performance of the workshop. The evaluation results showed a significant improvement in participants' understanding of the material after attending the workshop. Based on pre-test and post-test data, the average answer accuracy increased from 55% to 86%. Besides, the participants' response to the workshop was also very positive, with the majority of participants giving a "Good" and "Very Good" rating on the material, the quality of the source, and the overall workshop atmosphere. Workshop participants became more confident in applying technology in their learning. The evaluation also highlighted the importance of mature preparation in conducting workshops, including better timing and location. The advice for the future is to conduct more intensive periodic workshops to enhance teachers' ability to use Artificial Intelligence technology in learning.
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Casperson, Mallory C., and Jennifer Peckham. "Bringing a creative writing intervention for young adult cancer survivors online." Journal of Clinical Oncology 36, no. 7_suppl (March 1, 2018): 166. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.166.
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166 Background: Studies show the importance of age-specific, young adult cancer (YAC) psychosocial interventions. They demonstrate psychological interventions “reduce emotional stress and increase coping skills needed to adjust to life after a cancer diagnosis."(Peckham JL, et al. JAYAO. 2017;6:50-52.) With YAC survivors spread around the country, many lack access to such interventions. This feasibility study considered online delivery of a structured, long term writing intervention in YAC survivors and the perceived participant benefit. Methods: Lacuna Loft held three structured, creative writing workshops over 10 weeks, 10 weeks, and 8 weeks. An online video chat platform delivered the workshops, allowing participant connection via video and voice. The workshop followed the methods used in Unspoken Ink.(Peckham JL, et al. JAYAO. 2017;6:50-52.) Each week used a different cancer topic and several prompts were given. Participants completed questionnaires at the start and end of each workshop. Results: Over three writing workshops, twenty-one people completed a workshop, five participated in multiple, and ninety expressed interest in future workshops. People from nine states and three countries participated. The online platform allowed writers to join from any location including the hospital. Participants expressed a decrease in feelings of isolation at the completion of a workshop as well as an increase in feelings of connection to other YAC survivors. All participants stated they would refer another YAC survivor to the workshop. The online nature of the program proved inconsequential. Conclusions: Research shows that structured writing workshops for YAC survivors “to explore their cancer experiences may be an effective psychosocial intervention.”(Peckham JL, et al. JAYAO. 2017;6:50-52.) This study used online video chat platform to deliver the workshop and connect participants. All participants expressed decreased feelings of isolation and increased feelings of connection to their YAC survivor peers at the conclusion. Most had never participated in an online group previous to this online workshop. Online delivery of structured writing interventions thus allows for more wide-spread accessibility of psychosocial interventions for YAC survivors.
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Alandejani, Jehan A. "Sustainable Workshops for Education Leaders for Applying Gained Knowledge." International Journal of Education and Information Technologies 15 (October 20, 2021): 326–30. http://dx.doi.org/10.46300/9109.2021.15.34.
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Workshops are very useful tools that allow participants to gain new knowledge and to promote selfdevelopment. However, most workshops tend to be presented in a way that isolates the workshop and the material being discussed and be more like a lecture than a workshop. The aim of this qualitative study was to learn more about how to design effective workshops for leaders. Saudi Arabia has set a clear vision for 2030 to change in education and learning. Simultaneously, the country seeks to increase the female workforce by 8%. To bridge the gap between work-shops and workshop efficacy and come closer to the Vision 2030’s objectives. This study showed how trainers could re-design workshops to be more productive and meaningful. This qualitative study used a hermeneutic phenomenological research approach. Purposive sampling of 36 educational leaders from different departments. Two theories provided a rich foundation and framework for this qualitative study: social constructivist and transformational learning. This qualitative study revealed themes; the implementation of different learning strategies, use of reflection, and the assurance of a safe learning environment. Based on emerged themes and subthemes, tips that workshop professional developers should incorporate when planning and giving a workshop where extracted. The study shed some light on how trainers can transfer the core component in learning that relates to both process and outcome
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Hay, John, Carolyn Byrne, Gerry Cohen, and Mary Lou Schmuck. "An 18 Month Follow-up of an Interdisciplinary Human Sexuality Workshop." Canadian Journal of Occupational Therapy 63, no. 2 (June 1996): 129–32. http://dx.doi.org/10.1177/000841749606300205.
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This study reports the results of an 18 month follow-up of students involved in a successful interdisciplinary workshop in human sexuality for undergraduate health profession programmes. This workshop was designed to explore personal attitudes and to develop increased comfort when discussing sexual issues with clients. The long term effects of formal educational events in human sexuality (such as workshops) are not known. Thirty occupational therapy and physiotherapy students completed questionnaires measuring attitudes, comfort, and knowledge around issues in sexuality. These forms were identical to those used in the original investigation of the workshop. Results demonstrated that the statistically significant gains resulting from the workshop had been maintained and that small (non-significant) gains had been made. This evidence suggests that workshops in human sexuality can produce stable improvements in attitudes, comfort, and knowledge.
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Cabanac, Guillaume, Ingo Frommholz, and Philipp Mayr. "Report on the 10th anniversary workshop on bibliometric-enhanced information retrieval (BIR 2020)." ACM SIGIR Forum 54, no. 1 (June 2020): 1–9. http://dx.doi.org/10.1145/3451964.3451974.
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The Bibliometric-enhanced Information Retrieval workshop series (BIR) was launched at ECIR in 2014 [Mayr et al., 2014] and it was held at ECIR each year since then. This year we organized the 10th iteration of BIR as an all-virtual workshop with a peak of 97 participants. The workshop series at ECIR and JCDL/SIGIR tackles issues related to academic search, at the crossroads between Information Retrieval, Natural Language Processing and Bibliometrics. In this report, we summarize the past workshops, present the workshop topics for 2020 [Cabanac et al., 2020] and reflect on some future steps for this workshop series.
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Moholy-Nagy, Hattula. "The Misidentification of Mesoamerican Lithic Workshops." Latin American Antiquity 1, no. 3 (September 1990): 268–79. http://dx.doi.org/10.2307/972165.
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In Mesoamerica concentrations of stone debitage from archaeological contexts frequently are regarded as being in primary contexts and marking production loci or “workshops.”Ethnoarchaeological observations of stone- and glass-artifact manufacture and disposal of the resulting waste indicate that in sedentary societies debitage does not remain in primary context at workshops, but rather enters secondary context when it is moved into workshop dumps. Microdebitage, which often is left in place at the production locus, appears to be the most reliable indicator of workshop location.An awareness of ethnoarchaeological data can facilitate more plausible constructions of past behavior at different stages of the use-life trajectories of durable materials. Present evidence suggests that concentrations of stone debitage from archaeological settlements are secondary deposits and represent workshop dumps, not workshops.
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Valdi Giffari Rahmayati Putra, Kurnia Azizah, and M. Alfan Aldiansyah. "EFEKTIVITAS WORKSHOP DARING DALAM PERSPEKTIF PENDIDIK SEBAGAI PENDEKATAN ANDRAGOGI." BASA Journal of Language & Literature 3, no. 1 (April 30, 2023): 18–25. http://dx.doi.org/10.33474/basa.v3i1.19682.
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This study focuses on the perspective of workshop participants to determine its effectiveness. Thus, this study aims to determine the effectiveness of workshops conducted online through the perspective of the participating educators. In this study using descriptive qualitative research with a phenomenological design. The subjects of this study were 5 educators who had attended online workshops. Meanwhile, this research instrument uses interview guidelines. In the interview procedure, the researcher uses a type of structured interview. Through the aspects asked by the researcher in the interview, it can be concluded that there are 9 points where the answers are found, including; online workshops involve participants in the learning process, the material is appropriate or relevant to the needs of the participants, the workshop material is practical, the workshop time is still lacking in duration, the development of social feelings among participants, the training is given on target. Regarding the constraints of online workshops, including; internet connection, difficult time adjustment, lack of information. While the main motivation for participating in the workshop, including; the need for competency improvement as educators, the effects of the pandemic, time and place efficiency. Through the results and discussion that the researchers have described, it can be concluded that online workshops are effective from an educator's perspective.
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Alburez-Gutierrez, Diego, Eshwar Chandrasekharan, Rumi Chunara, Sofia Gil-Clavel, Aniko Hannak, Roberto Interdonato, Kenneth Joseph, et al. "Reports of the Workshops Held at the 2019 International AAAI Conference on Web and Social Media." AI Magazine 40, no. 4 (December 20, 2019): 78–82. http://dx.doi.org/10.1609/aimag.v40i4.5287.
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The workshop program of the Association for the Advancement of Artificial Intelligence’s 13th International Conference on Web and Social Media was held at the Bavarian School of Public Policy in Munich, Germany on June 11, 2019. There were five full-day workshops, one half-day workshop, and the annual evening Science Slam in the program. The proceedings of the workshops were published in Research Topic of the Frontiers in Big Data. This report contains summaries of those workshops.
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Hariri, Azian, Abdul Mutalib Leman, and Mohammad Zainal M. Yusof. "Welding Fume Exposure among Welders in Small Size Welding Workshops in Malaysia." Applied Mechanics and Materials 465-466 (December 2013): 1292–96. http://dx.doi.org/10.4028/www.scientific.net/amm.465-466.1292.
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Welding fumes has both acute and long term chronic hazards. Small size welding workshops often have the drawback in health and safety consciousness. This study is conducted to investigate the personal welding fumes exposure among welders in small size welding workshop. Two workshops were selected to represent a very small welding workshop (2 workers) and a medium workshop (8 workers). The main activities in these workshops were metal inert gas welding (MIG) process onto mild steel material. Welding fumes was sampled for 8 hours and analyze by the inductively coupled plasma mass spectrometry (ICP-MS). The results of the study showed that only iron element existed notably in time weighted average (TWA) 8 hours calculation for both workshops. However, welding fumes exposure for both workshops were well below the permissible exposure limit (PEL) as stated in the Use and Standards of Exposure of Chemical Hazardous to Health regulation (USECHH) 2000 under the Malaysian Occupational Safety and Health Act 1994.
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Mufit, Fatni. "The The Impact of Problem-Based Workshops on Improving Teacher Competency in Designing Learning Based on Environmental Potential." Pelita Eksakta 3, no. 2 (November 29, 2020): 100. http://dx.doi.org/10.24036/pelitaeksakta/vol3-iss2/103.
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The competence of science teachers in Padang City Junior High Schools in developing learning tools is still low, as revealed by the teacher's pre-test abilities before the workshop is held. Pre-test includes gathering information about learning resources, learning media, models / methods / approaches, and assessment instruments used by teachers not yet utilizing the environment. Referring to the problems of teachers, problem-based workshop activities are designed in an effort to improve teacher competencies in designing learning tools based on environmental potential. Problem-based workshops have stages: (1) problem identification, (2) Focusing on problems, (3) Finding alternative solutions, (4) Presentation of solutions; (5) Implementation and (6) Reflection & follow-up. The workshop was attended by 20 junior high school science teachers in Padang city. The workshop activities consisted of 2 parts, namely the workshop activities at FMIPA UNP and the Implementation activities at SMP 25 Padang. Problem-based workshops succeeded in increasing teacher competence in designing IPA-based environmental learning tools. The results of the implementation of the workshop products by the teacher showed a positive influence on student involvement and activity in learning
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Hu, Dahai. "Summary of Research on Digital Twin Workshop." Journal of Engineering Research and Reports 25, no. 1 (April 27, 2023): 41–49. http://dx.doi.org/10.9734/jerr/2023/v25i1868.
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Global overcapacity, resulting in increasingly fierce competition between enterprises, improve the production efficiency of the manufacturing industry is the key problem. Workshop is an important part of manufacturing industry. In order to improve the intelligent level of workshop and realize the digitization of production process, the current focus is how to use digital twin technology. Although the traditional virtual shop and digital shop design can realize intelligent shop, there are some problems such as non-real-time interaction and low data utilization. Digital twinning technology can effectively improve the transparency of workshop production process and optimize the production process. Establishing digital twin workshops and realizing the interconnection and further integration of workshop information and physical space will become the development trend of workshops and the only way to realize intelligent production and control of workshops. This study describes the definition of digital twin shop, system architecture and supporting technology, and summarizes the applications of digital twin shop in six aspects: shop equipment fault prediction and maintenance, shop production scheduling optimization, production process planning, intelligent control of shop equipment, shop energy consumption analysis and optimization, and real-time control of shop manufacturing process. This will provide reference for later digital twinning workshop researchers.
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Rabow, Michael W., Marilyn McGowan, Rebecca Small, Redwing Keyssar, and Hope S. Rugo. "Advance Care Planning in Community: An Evaluation of a Pilot 2-Session, Nurse-Led Workshop." American Journal of Hospice and Palliative Medicine® 36, no. 2 (August 28, 2018): 143–46. http://dx.doi.org/10.1177/1049909118797612.
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Background: Engaging patients in advance care planning (ACP) is challenging but crucial to improving the quality of end-of-life care. Group visits and multiple patient–clinician interactions may promote advance directive (AD) completion. Objective: Facilitate ACP discussions with patients and caregivers and the creation of notarized AD’s at a comprehensive cancer center. Design: Two-session, nurse-led ACP workshops for patients and their family caregivers. Setting/Participants: The workshop was offered to patients with cancer at a comprehensive cancer center and their family caregivers. Measurements: Validated 4-question ACP engagement survey, creation of a notarized AD by end of the workshop, and semistructured interviews. Results: Thirty-five patients participated in 10 workshops held March 2017 to February 2018. Median age was 52. Of 35, 24 (68.5%) patients completed pre- and postworkshop evaluation surveys. Mean preworkshop ACP readiness was 3.64 of 5; postworkshop readiness increased to 4.26 of 5 ( P = .001). Of 26, 17 (65.4%) of the patients who attended both workshop sessions had a new notarized AD scanned into the electronic medical record at the completion of the workshop series. Three family caregivers completed and had their own ADs notarized. Patient and family member response was overwhelmingly positive, with participants citing opportunities for group discussion and inclusion of family caregivers as important. Conclusions: The ACP workshop was well received by participants and increased ACP readiness, discussion, and completion. Attendance at the workshop was low and barriers to attending workshops must be explored.
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Kryger, Anders. "Iterative prototyping of strategy implementation workshop design." Journal of Strategy and Management 11, no. 2 (May 21, 2018): 166–83. http://dx.doi.org/10.1108/jsma-07-2017-0051.
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Purpose The purpose of this paper is to demonstrate how a strategy implementation workshop design can be developed and tested while minimizing the time spent on developing the design. Design/methodology/approach This multiple case study at a diesel engine company shows how iterative prototyping can be used to structure the design process of a strategy implementation workshop. Findings Strategy implementation workshop design can be developed in resource-constrained environments through iterative prototyping of the workshop design. Each workshop iteration can generate value in its own right and at the same time the workshop design can be optimized until the final, most effective, design is found which can then be rolled out. Research limitations/implications In a strategy-as-practice perspective, this study shows how scholarly attention to micro-level strategy praxis at a company can be enlightening to strategy consultants who need to conduct strategy implementation workshops. Practical implications By selecting an iterative modular workshop design, the strategy consultant has at his/her disposal a strategy tool that is easily adaptable to organizational practice and one for which s/he can draw on his/her experience as well as add to his/her knowledge base. Originality/value Introducing iterative prototyping in an organizational context can facilitate fast yet structured development of a rigorous workshop design. Strategy consultants are provided with empirical examples of how an iterative prototyping process can be structured across multiple workshops.
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Subhan, M. M. F. "International Union of Physiological Sciences Physiology Teaching Workshop, March 31–April 1, 2012, Arabian Gulf University, Kingdom of Bahrain." Advances in Physiology Education 37, no. 1 (March 2013): 119–22. http://dx.doi.org/10.1152/advan.00168.2012.
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Since 2009, the Department of Physiology had planned an International Union of Physiological Sciences Physiology Teaching Workshop at Arabian Gulf University. The date was set for March 5–6, 2011; however, due to civil unrest, the workshop was postponed to March 31–April 1, 2012. The workshop was a success, bringing together 92 speakers and participants from 23 countries. Twenty-eight participants from economically disadvantaged countries were given travel support. The workshop included plenary lectures, breakout workshops, poster sessions, dinners, and a social trip. On April 2, 2012, an AD Instruments satellite workshop on data-acquisition systems for laboratory teaching was held, with 60 participants from 12 countries.
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Sadof, Clifford S., Robert J. O'Neil, Farah M. Heraux, and Robert N. Wiedenmann. "Reducing Insecticide Use in Home Gardens: Effects of Training and Volunteer Research on Adoption of Biological Control." HortTechnology 14, no. 1 (January 2004): 149–54. http://dx.doi.org/10.21273/horttech.14.1.0149.
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More than 500 Master Gardeners in Indiana and Illinois were taught alternatives to the use of insecticides in workshops that focused on biological control of insect pests in home gardens. Gardeners also learned to conduct experiments in their backyards and were encouraged to participate in a summer research program that tested specific control methods. Workshop participants were surveyed before the workshop, and in two successive growing seasons to measure changes in their pest management practices. Overall, a significant percentage of gardeners stopped applying insecticides for up to two consecutive growing seasons after attending workshops. In addition, the adoption of biological control by participants appeared to be linked to their insecticide use and willingness to participate in the research process. A significant increase in the adoption of biological control was noted among garden researchers who did not use insecticides before the workshop or had reduced insecticide use following the workshop. No such change was noted for gardeners that did not conduct research. The relative contributions of workshop participation and hands-on research experience in pesticide reduction and biological control adoption are discussed.
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Purba, Angelia M., Daniel H. S. Napitu, Morlan Pardede, and Jhonson Siburian. "IoT-Based Air Quality Monitoring in Electronics Engineering Study Program Laboratories and Workshops." International Journal of Research in Vocational Studies (IJRVOCAS) 3, no. 4 (January 29, 2024): 19–28. http://dx.doi.org/10.53893/ijrvocas.v3i4.144.
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Comfortable laboratory and workshop rooms with good air quality are important factors in maximizing the learning process. The level of user density in laboratories and workshops used by D3 Telecommunication Engineering and D4 Telecommunication Network Engineering Technology This study aims to monitor air quality in the laboratories and workshops of the Electronics Engineering study program. This study uses a direct monitoring method by measuring O2 and CO2 levels, dust, and humidity in the laboratory and workshop rooms of the electronics engineering study program. From the results of the measurements that have been taken, it has been determined that the workshop room and the electronics laboratory room 2 do not meet the threshold limit value (NBA) for CO2 levels and temperature. The measured CO2 levels in the Electronics Engineering Study Workshop are 4,221 ppm–8,721 ppm and 3,965 ppm–7,296 ppm in the Electronics Engineering Study Laboratory. The highest temperature measured in the Electronics Engineering Laboratory Workshop is 34.20 °C and 32.80 °C in the Electronics Laboratory-2 room.
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Saarlas, Kristin Nicholson, Kalenga M. Paluku, Jean-Baptiste Roungou, Jennifer W. Bryce, Joseph F. Naimoli, and El Hadi Benzerroug. "Multiple Methods for Workshop Evaluation." International Quarterly of Community Health Education 15, no. 1 (April 1994): 33–52. http://dx.doi.org/10.2190/60jb-bwby-2c96-unqm.
Full textAbstract:
Evaluation is a necessary component of all training, including workshops. Evaluation can provide information about the teaching and learning that occur during a workshop and document the extent to which long-term objectives were achieved after a workshop. Multiple methods for evaluating the process and outcomes of a regional workshop on Program Planning and Management for Malaria Control were developed and implemented by an evaluation team composed of African program managers and technical assistance partners, all of whom served as workshop trainers. Among the five methods used to assess the process of workshop implementation and participant satisfaction, a questionnaire administered at the close of the two-week workshop was found least useful in improving the training. Much more useful were the results of daily trainers' meetings and of two qualitative evaluation methods: large group feedback sessions and focused group discussions. Among the three methods used to evaluate the workshop outcomes, a review of the quality of the pre- and post-workshop national malaria control program plans by a panel of experts was found to be the most useful in providing information about the extent to which learning objectives were achieved. The involvement of trainers in evaluation activities permitted immediate action based on results. Our experience suggests that during brief workshops, evaluation should not compete with training activities for time and resources but must be considered an essential part of the curriculum. Effective and efficient workshop evaluation will require advance planning by trainers, support and training in evaluation methods for all members of the evaluation team, and advance consideration of how evaluation results will be summarized and translated into action.