Academic literature on the topic 'Workshops (work spaces)'
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Journal articles on the topic "Workshops (work spaces)"
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Rawan Mohammad Alkaliwi, Morshid Mayudh Alsulami, Rawan Mohammad Alkaliwi, Morshid Mayudh Alsulami. "Environmentally better positioning of industrial workshops within urban areas (Bani Malik District: Jeddah): تحديد المواقع الأفضل بيئيا للورش الصناعية ضمن المناطق العمرانية: (حي بني مالك: جدة)." Journal of natural sciences, life and applied sciences 6, no. 1 (March 27, 2022): 1–24. http://dx.doi.org/10.26389/ajsrp.a141221.
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The study aims to distribute industrial workshops in Bani Malik neighborhood and identify the neighborhood planning and the overlap between industrial workshops and other uses. From the industrial workshop sites standards used by the competent authorities, land is created for spatial suitability. The methodology relied on field study and comprehensive inventory method in locating workshops and their types and number, which were signed on ARCGIS program and its accessories; and therefore, a space image was used for the study area. The study concluded that the overlap of the workshops is not limited to the random side of the neighborhood, but rather the workshops overlapped with housing, schools, and hospitals in the organized part of Bani Malik3 district. Not all car service center workshops on the main street site were committed, other than light workshops and specialized centers, most of which were committed to it. All workshops of all kinds appeared strongly intertwined with other activities at a distance of less than 500 meters which claims concern for the emergence of environmental and health risks It appears that the lands which are the most suitable for workshops of car service centers numbered only two locations on the main streets only, while the number of light workshops reached 4 sites, and the specialized centers reached 8 in different parts of the neighborhood. The reason for the small number of suitable land may be because the urban area is not compatible with the presence of industrial workshops that require large distances between them and other activities. Study recommends reorganizing industrial workshop sites according to standards in order to maintain the safety of the urban environment from the sources of industrial pollutants and work to permeate the distance of each workshop from other activities within the urban area due to the lack of sufficient spaces, and set up spaces separating the workshops from housing, schools and hospitals, to reduce interference and its problems.
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Smith, Thomas S. J. "‘Stand back and watch us’: Post-capitalist practices in the maker movement." Environment and Planning A: Economy and Space 52, no. 3 (October 18, 2019): 593–610. http://dx.doi.org/10.1177/0308518x19882731.
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This paper examines the economic practices of maker spaces – open workshops that have increased in number over recent years and that aim to provide access to tools, materials and skills for small-scale manufacturing and repair. Scholarly interest in such spaces has been increasing across the social sciences more broadly, parallel to a growing interest in craft and making in economic geography. However, to rectify the ‘capitalocentrism’ of much existing work, the paper examines the case of a workshop in Edinburgh, Scotland, through the dual theoretical lens of diverse economies and social practice theory. This conceptual approach sees the space as a novel form of economic ‘being-in-common’, providing diverse and contradictory opportunities for post-capitalist practice. The paper draws conclusions regarding the limits and potential of such spaces for sowing the prefigurative seeds for a more inclusive, sustainable and democratic urbanism.
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Chadwick, Anna. "Imagining Alternative Spaces." Girlhood Studies 12, no. 3 (December 1, 2019): 99–115. http://dx.doi.org/10.3167/ghs.2019.120309.
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“Sisters Rising” is an Indigenous-led, community-based research study focused on Indigenous teachings related to sovereignty and gender wellbeing. In this article, I reflect on the outcomes of re-searching sexualized violence with Indigenous girls involved with “Sisters Rising” in remote communities in northern British Columbia, Canada. Through an emergent methodology that draws from Indigenous and borderland feminisms to conduct arts- and land-based workshops with girls and community members, I seek to unsettle my relationships to the communities with which I work, and the land on which I work. I look to arts-based methods and witnessing to disrupt traditional hegemonic discourses of settler colonialism. I reflect on how (re)storying spaces requires witnessing that incorporates (self-)critical engagement that destabilizes certainty. This position is a critical space in which to unsettle conceptual and physical geographies and envision alternative spaces where Indigenous girls are seen and heard with dignity and respect.
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Rice, Carla, and Ingrid Mündel. "Multimedia Storytelling Methodology: Notes on Access and Inclusion in Neoliberal Times." Canadian Journal of Disability Studies 8, no. 1 (February 21, 2019): 118–48. http://dx.doi.org/10.15353/cjds.v8i1.473.
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In this article, the authors examine the impact of using their evolving multimedia storytelling method (digital art and video) to challenge dominant representations of non-normative bodies and foster more inclusive spaces. Drawing on their collaborative work with disability and non-normatively embodied artists and communities, they investigate the challenges of negotiating what ‘access’ and ‘inclusion’ mean beyond the individualizing discourses of neoliberalism without erasing the specificities of differentially-lived experiences. Reflecting on their experiences in a variety of workshops and on a selection of videos made in those workshops, they identify and analyze three iterative ‘movements’ that mark their storytelling processes: from failure to vulnerability, from time to temporality, and from individual voice to collective concerns. The authors end by considering some of the ways they have experimented with developing an iterative workshop method that welcomes difference while simultaneously allowing for an examination of the terms of the shared space and of the mechanisms of inclusion and exclusion operating within that space.
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Majumder, Sarasij. "The Gift of Solidarity: Women Navigating Jewellery Work and Patriarchal Norms in Rural West Bengal, India." Journal of South Asian Development 15, no. 3 (December 2020): 335–51. http://dx.doi.org/10.1177/0973174120984578.
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In the context of declining women’s participation in the formal economy in India, this article looks at how women’s work in the informal sector of jewellery-making emerges as a gift. Gendered discourses on work turn men, who worked as labourers, into supervisors who monitor and control work situations and sort and grade final products in jewellery workshops. Following Anna Tsing, I argue that jewellery products start their lives as gifts but as they move from women (who are seen as housewives and family members) to men (who are seen as professionals/experts within the workshop) and beyond, they become commodities. This journey from gift to commodity within the workshop is made possible by a gendered discourse on work and by the dynamics within small landholding middle-caste households. Further, I underscore that women’s informal networks often help them cope with the emotional and affective tensions of work and the demands imposed on them by the men and their own households. Women facilitate the transition from gift to commodity by colluding amongst themselves to work in these informal spaces to maintain household status within peri-urban villages of West Bengal.
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Howard, Frances. "Youth Work, Music Making and Activism." Youth 3, no. 3 (September 11, 2023): 1053–62. http://dx.doi.org/10.3390/youth3030067.
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Music making holds great potential for youth activism. When combined with youth work, that potential is significantly heightened. This article applies Kuttner’s framework for justice-oriented cultural citizens to data gleaned from five youth workers across three different cities in the East Midlands of England. Each of these youth workers was interviewed about their involvement in music-making activities, from providing instrumental tuition to facilitating lyric-writing workshops, and their perspectives on youth activism. Data from this study highlights the affordances of youth music making in relation to three layers of activism: self-activism, community-level activism and wider social activism. This article concludes by arguing for the importance of music-making spaces for young people and music making practices within youth work.
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Shirokova, Ol'ga, and Alena Pavlyuk. "PLANNING SOLUTIONS FOR SPACES FOR REMOTE OPERATION." Construction and Architecture 9, no. 4 (December 18, 2021): 86–90. http://dx.doi.org/10.29039/2308-0191-2021-9-4-86-90.
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This article explores the possibilities of remote work. A definition is given, a regulatory framework is identified. The main advantages and disadvantages are analyzed. The negative factors that make it difficult to carry out work at home are identified. To compensate for the proposed use cases of spaces, also called co-working spaces. For the organization of remote work, there are five groups of needs. To meet the needs of the appropriate jobs. These are isolated rooms, open areas, meeting rooms, creative workshops, and rooms for group activi-ties. Typical modular planning solutions consisting of four zones: an office zone, which includes the listed types of premises, a zone of administrative and office premises, a zone of administrative and office premises, a leisure and rec-reation area. If necessary, the possibility of planning decisions is provided.
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de Oliveira Corrêa, Ronaldo, Carmen Rial, and Gilson Leandro Queluz. "The Idea Is for Us to Work Here In The Workshop!: The Re-functionalization Of Artisans’ Economic and Cultural Circuits In Florianopolis, South Brazil." International Review of Social Research 2, no. 1 (February 1, 2012): 47–64. http://dx.doi.org/10.1515/irsr-2012-0004.
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Abstract: The purpose of the paper is to present and interpret strategies used by urban artisans to (re)functionalize their workshops into showcases where their performances are (re)organized and exhibited. The workshop is presented here as a privileged space where different aesthetic and political, economic and historic experiences (re)construct performances, as well as other systems of artifacts and spatialities. The atelier is understood as architectural space that performatizes globalized scenographies of desire and their fragmentations and overlappings. We conducted an ethnography impregnated by the random relation of events, encounters and exchanges (whether symbolic or economic) in urban contexts. As a result, we present various devices that trigger expression and updating found in both the artisans’ biographical trajectories and in the systems of artifacts and spaces in a recent urban society.
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Clarke, Maree, wãni LeFrère, and Megan A. Evans. "Walking the Talk: A participatory residency." Art & the Public Sphere 8, no. 2 (December 1, 2019): 177–82. http://dx.doi.org/10.1386/aps_00016_7.
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Walking the Talk is a participatory artist residency that aimed to provide an alternative position in an academic conference. Artists Maree Clarke, wãni LeFrère and Dr Megan Evans were commissioned to create work in response to the themes of the 2018 AAANZ conference. Through performance, video, installation and exhibition, they disrupted the spaces of the conference and explored collapsed histories of the site at RMIT where the conference was held. Maree Clarke and Megan Evans created performance works that interrupted the conference workshops and lectures, and wãni LeFrère created work titled Investigation into Memory that activated a lecture/meeting room to dispel the notion that black bodies are only ever supposed to be in these spaces to be explored, studied, investigated, invisibilized and silenced.
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Bürkner, Hans-Joachim, and Bastian Lange. "New Geographies of Work: Re-Scaling Micro-Worlds." European Spatial Research and Policy 27, no. 1 (June 30, 2020): 53–74. http://dx.doi.org/10.18778/1231-1952.27.1.03.
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The recently emerging new types of collaborative work and unconventional workplaces indicate that shifting social and economic practices have odd spatial implications. The diversity of work, mostly based on hybrid social and economic logics, has brought forth a number of new contextualised spatial constructs in recent years: makerspaces, fab labs, open workshops, and co-working spaces now require detailed analytical reconstruction and conceptualisation. This article is a theoretical discussion of the nature of fluid and contingent spatialisation against the backdrop of binary explanatory categories (e.g. local-global; proximity-distance). Drawing upon modernised concepts of horizontal scaling, we propose a perspective on hybrid work which focuses on contingent multiple, multidirectional and temporal scalings created by a variety of users while developing their own micro-worlds of work.
Books on the topic "Workshops (work spaces)"
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Perrella, Lynne. Art making & studio spaces: Unleash your inner artist : an intimate look at 31 creative work spaces. Beverly, Mass: Quarry Books, 2009.
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Packham, Jo. Where women create: Inspiring work spaces of extraordinary women. New York: Sterling Pub. Co., 2005.
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Thompson, Martyn. Working space: [an insight into the creative heart]. Richmond, Vic: Hardie Grant Books, 2013.
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Fischer, Gustave Nicolas. Psychologie des espaces de travail. Paris: A. Colin, 1989.
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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.
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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space.
The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations.
Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства.
Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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Zhukova, Galina, and Margarita Rushaylo. Mathematical analysis in examples and tasks. Part 2. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072162.
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The purpose of the textbook is to help students to master basic concepts and research methods used in mathematical analysis. In part 2 of the proposed cycle of workshops on the following topics: analytic geometry in space; differential calculus of functions of several variables; local, conditional, global extrema of functions of several variables; multiple, curvilinear and surface integrals; elements of field theory; numerical, power series, Fourier series; applications to the analysis and solution of applied problems. These topics are studied in universities, usually in the second semester in the discipline "Mathematical analysis" or the course "Higher mathematics", "Mathematics".
For the development of each topic the necessary theoretical and background material, reviewed a large number of examples with detailed analysis and solutions, the options for independent work. For self-training and quality control of the acquired knowledge in each section designed exercises and tasks with answers and guidance.
It is recommended that teachers, students and graduate students studying advanced mathematics.
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Haroutyunian, Sona, and Dario Miccoli. Orienti migranti: tra letteratura e traduzione. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-499-8.
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The book series, edited by Nicoletta Pesaro and sponsored by the Department of Asian and North African Studies, aims to give voice to a time-honoured branch of theoretical and practical research across the disciplines and research domains within the Department. The series aims to establish a platform for scholarly discussion and a space for international dialogue on the translation of Asian and North African languages. In doing so, the project aims to observe and verify the translingual and transcultural dynamics triggered by translation from and into said ‘languages-cultures’, as well as to identify and explore the deep cultural mechanisms and structures involved in interethnic behaviours and relationships. Translation is also a major research tool in the humanities. As a matter of fact, a hermeneutic potential in terms of cultural mediation is inherent in translation activities and in the reflection on translation: it is precisely this potential that allows scholars, in both their research and dissemination work, to bring to the surface the interethnic and intercultural dynamics regulating the relationships between civilisations, both diachronically and synchronically. The project is a continuation and a development of the research carried out in recent years by the former Department of East Asian Studies – now Department of Asian and North African Studies – of Ca’ Foscari University of Venice through a series of initiatives organised by the research group on the translation of Asian languages “Laboratorio sulla Traduzione delle Lingue orientali” (Laboratori sulle lingue orientali). Such activities involved periodical meetings on translation, whose objective was to introduce and discuss specific issues in translation from and into Asian languages, as well as several international events (workshops, conferences, and symposia).
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Packham, Jo. Where Women Create: Inspiring Work Spaces of Extraordinary Women. Sterling/Chapelle, 2005.
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Sculpture Workshops As Space and Concept. Taylor & Francis Group, 2022.
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Sculpture Workshops As Space and Concept: Creating the Portrait. Routledge, 2022.
Find full textBook chapters on the topic "Workshops (work spaces)"
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Imms, Wesley, and Marian Mahat. "Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments." In Teacher Transition into Innovative Learning Environments, 317–34. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_25.
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AbstractThis chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.
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Cain, Mary Ann. "Chapter 16. ‘A Space of Radical Openness’: Re-Visioning the Creative Writing Workshop." In Does the Writing Workshop Still Work?, edited by Dianne Donnelly, 216–29. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692702-020.
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del Moral-Espín, Lucía, Cristina Serván-Melero, Beatriz Gallego-Noche, and Ana María Rosendo-Chacón. "Agüita: Educational Commons, Arts and Well-Being." In Educational Commons, 133–50. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_8.
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AbstractThis chapter focuses on a specific experience of educational commons: the Agüita creative workshops in Seville and Jerez de la Frontera, two Andalusian cities in the south of Spain. They are afterschool workshops for young people whose focus is listening to the participants and collaborative work through art. Specifically, this chapter addresses how artistic work nourishes and reinforces the tripartite structure of the commons and favours the practices of caring, cooperating and sharing, which are fundamental in developing the educational commons. To this end, four specific actions developed within the framework of the workshops are presented. In some of them, the sessions are open to specialists and artists who share their knowledge and dialogue about the processes of knowledge generation and artistic production with the young people. In others, it is the young people who go out to investigate and propose actions for intervention in the public space through art. In both cases, actions are guided by the logic of care and the promotion of well-being on different levels.
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Misharina, Anna, and Eleanor Betts. "The Embodied City: A Method for Multisensory Mapping." In Capturing the Senses, 237–64. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23133-9_11.
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AbstractThis chapter presents a methodology for recording sensory data in an urban landscape and looks forward to how this might be adapted to enable multisensory mapping of ancient spaces more broadly. The premise is that it is impossible to make a single map of a city without overlapping temporal, monumental, social, and sensory spaces, a premise situated in Henri Lefebvre’s philosophy of social space. The focus of the authors’ methodology is lived space. Lived space is constructed from the relations between people and their habitation of the physical environment. Recognition of, and attachment to, places is constructed through personal experience and memories. Sight, sound, smell, taste, kinaesthesia, and touch all contribute to the creation of the experience and affectiveness of place. Sensation is complex, and the sensory experience of place is more so. In any discipline, taking a multisensory approach means embracing this complexity, while recognising the myriad variables and finding methods and approaches by which to record them. In order to draw attention to the embodied city, the authors invited a group of workshop participants to work with a map of the Canterbury city centre (Kent, UK) as a critical tool with which to analyse concrete space. Participants were encouraged to map the impressions engendered by their physical environment in the specific moment in which they encountered it. The objective of this exercise was to capture the qualitative experience of sensory space by recording individual perceptions of sensory stimuli. The results were then digitised and are presented in the final section of this chapter.
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Smite, Darja, and Nils Brede Moe. "Defining a Remote Work Policy: Aligning Actions and Intentions." In Agile Processes in Software Engineering and Extreme Programming – Workshops, 149–58. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48550-3_15.
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AbstractAfter the long period of forced work from home, many knowledge workers have not only developed a strong habit of remote work, but also consider flexibility as their personal right and no longer as a privilege. Existing research suggest that the majority prefers to work two or three days per week from home and are likely to quit or search for a new job if forced to return to full time office work. Given these changes, companies are challenged to alter their work policies and satisfy the employee demands to retain talents. The subsequent decrease in office presence, also calls for transformations in the offices, as the free space opens up opportunities for cutting the rental costs, as well as the other expenses related to office maintenance, amenities, and perks. In this paper, we report our findings from comparing work policies in three Nordic tech and fintech companies and identify the discrepancies in the way the corporate intentions are communicated to the employees. We discuss the need for a more systematic approach to setting the goals behind a revised work policy and aligning the intensions with the company’s actions. Further, we discuss the need to resolve the inherent conflicts of interest between the individual employees (flexibility, individual productivity, and well-being) and the companies (profitability, quality of products and services, employee retention, attractiveness in the job market).
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Ughetti, Luca. "La rappresentazione del lavoro nella letteratura medievale." In Idee di lavoro e di ozio per la nostra civiltà, 327–39. Florence: Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0319-7.40.
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This study examines how translations and novellas shaped representations of work in medieval literature, particularly in 13th- and 14th-century Tuscany. Translations opened access to everyday commercial life through the lexicons of urban professions, which were often included organically in expositions of the time. The novellas, on the other hand, offered an image of working activity that was effective primarily on the connotative level, as in the case of Boccaccio’s Decameron. Representations of work evolved over time: through translations and novellas, we can see how the profession of the lavorante – the worker employed in workshops – takes on an increasing large space in 14th-century literature. To this end, attention is turned to the Florentine text of Iacopo da Varazze’s Legenda Aurea and Franco Sacchetti’s Trecento Novelle.
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Fichtner, Sarah, and Anja Werner. "15. Connecting Across Divides." In (An)Archive, 351–69. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.15.
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In this chapter, we describe the process of―and reflect on our experiences with―creating the collaborative, international motion comic ‘Ghost Train―Memories of Ghost Trains and Ghost Stations in Former East and West Berlin’, which is based on memories that we shared in a Reconnect/Recollect project workshop. During this workshop, Sarah Fichtner shared her West Berliner childhood memory of accidentally riding an underground train through ‘ghost stations’ of East Berlin. In turn, Anja Werner recalled a scene from her East German childhood of when she actually heard such ‘ghost trains’ rumbling underneath an apartment in East Berlin. From the experience with our motion comic, we gather that motion comics, because they are pieces of art, can add additional layers to history work. They do so by working with and addressing emotions, thus becoming (e-)motion comics as they connect people through memories across divides, time, and space.
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Wilton, Jayne. "Visualising the Ephemeral." In The Life of Breath in Literature, Culture and Medicine, 485–506. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74443-4_23.
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AbstractThis essay investigates breath as a fundamental unit of exchange between people and their environment as shown in two collections of Jayne Wilton’s work. The first is a series of technologically empowered portrayals of the breath using innovative scientific techniques to translate universal breathing gestures (the sigh, the laugh, the gasp) into images and objects which allow viewers to re-experience the often-overlooked breath in visual forms. The second, created through participatory workshops with patients and staff in a London hospital, explores the visualisation of breath to highlight ways in which meeting the breath visually can enhance breath awareness and help to articulate the experience of breathlessness. As context and background for this work the essay also discusses a range of depictions of breath in art from the images of the Cueva de las manos (ca. 7300 BCE) to Philippe Rahm’s ‘Pulmonary Space’ (2009).
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Dussel, Inés. "7. Growing up in Cold War Argentina." In (An)Archive, 167–90. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0383.07.
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This chapter sets out to present some exercises on childhood memories from Cold War Argentina. Combining written texts with drawings and pictures, it seeks to navigate the tensions between an ‘I’ of personal memories and a ‘we’ emerging in the collective-biography workshops. It invites a journey through an (an)archive of childhood memories produced in the interstitial space between memory and forgetting, not looking for healing but trying to ‘excavate a wound’. What does one remember from one’s childhood? Where or when does a childhood start and end? Do traumatic events cast their ominous shadows on every recollection of the past? Do these memories speak about the past or about the present in which they emerge? Memory seems to be a tricky lane, which morphs as one moves. The text aims to work through these memory exercises and materials to discuss how we connect with children’s memories and experiences.
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Cruz, N. C., Juana L. Redondo, E. M. Ortigosa, and P. M. Ortigosa. "On the Design of a New Stochastic Meta-Heuristic for Derivative-Free Optimization." In Computational Science and Its Applications – ICCSA 2022 Workshops, 188–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10562-3_14.
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AbstractOptimization problems are frequent in several fields, such as the different branches of Engineering. In some cases, the objective function exposes mathematically exploitable properties to find exact solutions. However, when it is not the case, heuristics are appreciated. This situation occurs when the objective function involves numerical simulations and sophisticated models of reality. Then, population-based meta-heuristics, such as genetic algorithms, are widely used because of being independent of the objective function. Unfortunately, they have multiple parameters and generally require numerous function evaluations to find competitive solutions stably. An attractive alternative is DIRECT, which handles the objective function as a black box like the previous meta-heuristics but is almost parameter-free and deterministic. Unfortunately, its rectangle division behavior is rigid, and it may require many function evaluations for degenerate cases. This work presents an optimizer that combines the lack of parameters and stochasticity for high exploration capabilities. This method, called Tangram, defines a self-adapted set of division rules for the search space yet relies on a stochastic hill-climber to perform local searches. This optimizer is expected to be effective for low-dimensional problems (less than 20 variables) and few function evaluations. According to the results achieved, Tangram outperforms Teaching-Learning-Based Optimization (TLBO), a widespread population-based method, and a plain multi-start configuration of the stochastic hill-climber used.
Conference papers on the topic "Workshops (work spaces)"
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Veiga, Luis, and Paulo Ferreira. "OSMOSIS - Semantic Work-Spaces for Smart Environments." In 27th International Conference on Distributed Computing Systems Workshops (ICDCSW'07). IEEE, 2007. http://dx.doi.org/10.1109/icdcsw.2007.60.
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Crespo Claudio, Yazmín M., and Omayra Rivera Crespo. "WORKSHOP : Collective Architectures." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.16.
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A design-build workshop organized by Taller CreandoS in Encargos a collective founded by four female architecture professors; Yazmín M. Crespo, AndreaBauzá, Irvis González y Omayra Rivera, at La Perla, a community outside the northern historic city-wall of old San Juan, Puerto Rico. Together the professors share interests to revitalize deteriorated and abandon urban spaces with ephemeral interventions and participative workshops in an effort to redefine the conventional way of understanding the professional practice of architecture. The workshop invited students from the three architecture and design schools in Puerto Rico; Polytechnic University of Puerto Rico, University of Puerto Rico School of Architecture, Pontifical Catholic University of Puerto Rico and the school of Visual Arts in Old San Juan to work together with international architecture collectives Todo porla Praxis from Madrid, Spain; Arquitectura Expandida from Bogotá, Colombia; and FG Studio from New YorkCity in three design-build projects together with the community. The workshop included lectures by the three international architects’ collectives, a design charrette, community presentations, final review, a round table and construction of the interventions from August 31to September 7, 2013.
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Hosseini-Eckhardt, Nushin, and Leicy Esperanza Valenzuela Retamal. "RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end150.
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Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply concepts and methods of “Reflexive Connections“ and „Whole-Body-Performances“ as ways of initiating experiences in pedagogical settings. Anyone who shares the interest of finding ways of connection as a joint democratic idea is welcome to participate e.g. teachers, graduate students, masters or doctoral students, researchers and others (8-12).
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Tenuta, Livia, Susanna Testa, and Beatrice Rossato. "Immersive Innovation: Bridging Digital Design and Virtual Realities in Jewellery." In Human Interaction and Emerging Technologies (IHIET-AI 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004571.
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The paper presents the results of the workshop "Utopia: Jewelry Beyond the Body," held at the School of Design of the Politecnico di Milano as part of the Master degree program with the aim to develop an innovative design methodology for future creatives. The workshop's main objective was to explore the process of designing a virtual jewelry collection conceived to be worn and experienced in the digital world. The paper describes the workshop's deifferent stages of the methodology, with a specific focus on the use of Artificial Intelligence for the ideation phase, and the creation of a virtual exhibition hosted on Spatial.io, in the final stage.First, the paper addresses the context of the workshop. The jewelry and fashion fields have undergone a profound transformation, with a gradual shift from tangible, physical interactions to the dematerialized domain of the virtual. The pervasive integration of digital technology has affected the entire value chain of these sectors, from design practices to distribution consumptions. Considering this change, the work highlights the need to explore digital manifestations of tangible products and experiment with spaces of digital co-creation. Then the contribution focuses on the methodology implemented in the workshop, integrating digital technologies, such as virtual reality and artificial intelligence.Finally, the document presents the experience's outputs with quantitative and qualitative results. The results provide insights into the effectiveness of the design methodology, highlighting the impact of the research conducted.Furthermore, the experience is evaluated with a focus on the possibilities that can be obtained merging jewellery design and virtual exhibition practices.The "Utopia: Jewelry Beyond the Body" workshop represents an initiative between jewelry design, digital innovation, and academic pedagogy. By describing the workshop's evolving context, methodology, and results, this article contributes to a deeper understanding of the relationship between digital technology, design creativity, and the evolution of the jewelry industry.
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Olivella Martí, Guillem, and Marcel Marín de Yzaguirre. "Design and implementation of space educational activities to motivate young students in Catalonia." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.005.
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STEM education is a new interdisciplinary concept that fuses the learning objectives of sciences, technology, engineering and mathematics. After concluding that many undergraduate students are not interested in STEM disciplines and taking into account the admiration for space, a series of educational activities have been developed to increase their engagement in this field. The proposed project-based workshops are diverse: designing and launching High Altitude Balloons; building water rockets; protecting an egg from the impact with the ground after being dropped from a drone; designing and building paper gliders; 3D printing customzied quadcopters, etc. One of the most impressive activities consisted of designing, manufacturing and launching a low-cost high-altitude balloon to take photographs of the stratosphere. To do so, a kit was developed and validated: this contains a GPS tracker, a camera, an EPS box, a parachute and a helium balloon. The selection of the components was done trying to minimize the operational cost and maximizing the reliability of the design; the final High Altitude balloon weights 350g and has reached altitudes around 27.000 - 30.000 m. The educational activity is a 3 to 4 days workshop in which the students go through the process of building their own HAB, launching it and eventually recovering it to obtain the photographs. The activities have been implemented in multiple schools and high schools in Catalonia, and all of them have shown excellent results. After evaluating the reasons why the workshops were well-received, it was concluded that students were more implicated than in standard lectures because they went from a passive to an active mindset. Moreover, the workshops were designed to make them become curious and increase their eagerness to learn, while forcing them to think and to take important decisions that ultimately influence the final result, rather than observing and admiring somebody else’s work
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Damando Santos, Fabrícia Damando Santos, Gabriel Antunes Soares, Bruna Fernandes Machado, and Lucas Henrique D. Ostroski. "ChatBot: Conhecendo Mulheres das Exatas." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2024. http://dx.doi.org/10.14210/cotb.v15.p344-345.
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ABSTRACTThe presence of women in learning spaces in courses in the exactsciences area remains low, a fact that needs to be changed throughactions that enable greater gender diversity in the area. The UERGScomputing course has approximately 20% female students uponadmission, which is considered low. Changing this statistic requiresactions to be taken with female students during basic education, tospark interest in the area. In order to present the area of exactsciences to girls from basic education schools, which are close toUERGS, there is the Project Include Gurias that has beendeveloping actions such as workshops and scientific disseminationexclusively for girls from schools in the region, presenting the areaof exact sciences and seeking to encourage more girls to becomeinterested in computing. In this work, we sought to developteaching material to support the scientific dissemination of womenin exact sciences, with easy access and via smartphone, meaningthat anyone with a cell phone could have access to the interactivecontent. Therefore, a ChatBot was developed, which is calledChatBot Include Gurias, which provides a real-time conversation,whose theme is women scientists in the field of exact sciences.
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Zurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.
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The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an Italian university, it collects testimonies, experiences and reflections of the students concerning the learning gained in the workshops organized by the degree course and to those acquired during the observation of the different public schools where they carried out the compulsory training to become teachers.The results, collected by the qualitative analysis of data, induce different levels of reflection concerning the current schooling educational practices for teaching motor activity, the training needs of future teachers, the elaboration of specific contents and teaching methods/strategies for the preparation of spaces and tools that guarantee the full accessibility of learning for all the students.
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Dumitrache, Anisoara, Bogdan Logofatu, and Beatrice Almasan. "GBL AND CREATIVITY IN CLASSES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-144.
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The aim of this paper is to present the results obtained during ProActive project, a European project having as main objective the creation of learning contexts in which educators (teachers, professors, trainers) of different LLP sub-programmes (Comenius, Leonardo da Vinci and Erasmus) can an apply their creativity in designing their own GBL scenarios using digital tools (two games editors: Eutopia and <e-Adventure>). In order to identify project’s potential in developing educational games, in the first phase of the project were organized several focus groups with teachers, trainers and professors according to an initial project plan. The results obtained helped the team to adapt the two game editors according to the users’ needs. In a second phase, University of Bucharest has selected three pilot sites representing centers, associations, institutions that offer courses in different fields: from computer skills and advanced computer networks to personal development and outdoor education were selected to be part of implementation phase. The selection process was made according with specific criteria related to their experience in the field and institutions’ interests to use Game Based Learning in their current practice. Through co-design sessions and workshops participants learned how to use the tools for creating games, and how to integrate these computer aided instruction sequences in a regular classroom. Through Game Based Learning, trainers will improve their teaching methods, transforming classes in spaces for collaborative work, participation, problem solving. Game Based Learning will encourage students to continue their work at home and to communicate with other colleagues and trainer even if the learning scenarios are applied in traditional learning, in blended learning, or in distance learning.
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Ihara, Masayuki, Hiroki Murakami, Hiroko Tokunaga, Shinpei Saruwatari, Kazuki Takeshita, Akihiko Koga, Takashi Yukihira, and Shinya Hisano. "A case study of motivating care workers for cooperation with a long-term co-creation project." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002716.
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Human-computer interaction technologies play an important role in configuring a service to be delivered to end users. For a sustainable service, not only user-centered but also service-provider-centered design is important since an acceptance of the service provider is also essential to maintain a reasonable operation for the service. A co-creation project with busy employees of the service provider company has a difficulty in building a rapport due to their psychological burden to join it. In particular, health care companies suffer from labor shortage that causes a large burden on one worker at care site. It is not easy to intervene in such a busy work site to offer the opportunity of co-creation project.This paper introduces a case study of motivating busy care workers for building a rapport toward a cooperative co-creation project. A workshop was conducted to make them feel the successful experience at the beginning of the long-time project to improve their daily tasks or to create a novel health care service. The workshop was expected to provide them with a small successful experience under the following tough constraints. The workshop participants are all workers at the nursing facility and consideration for preventing their turnover is required. They do not have any extra space in their mind due to the busyness of daily tasks then every workshop must be finished only in 30 minutes.The workshop was held as a 3-time event to design a leaflet to introduce their nursing facility. The first objective of the workshop is that workshop participants contemplate their daily tasks, recognize the attractiveness of a care worker’s job, and feel proud of their own job. The second is that the participants discover the problems of their daily tasks and are aware of improvement of their operations by recognizing their facility. These objectives were set with a viewpoint of employee education towards the project cooperation. We evaluated the effectiveness of the workshop by a sense of accomplishment for the leaflet prototyping work and by three types of motivation; awareness of understanding and improving daily tasks, pride of job, and willingness to work.Questionnaire survey results revealed that the workshop was effective in making them aware of understanding and improving their daily tasks and in increasing their pride and willingness to work towards fostering awareness of cooperation for the project. The correlation and regression analyses for the results showed that pride of job leads to willingness to work and that the pride and willingness to work lead to the motivation to understand and improve their work.The contributions of this work are introduction of a case study under tough constraints and confirmation of the workshop effectiveness. Though most participatory design workshops are conducted by selected participants with relatively higher motivation outside their main job, our study was conducted under the tough and real constraints at the nursing facility. A current stage of our work is a hypothesis search for building a better service-provider-centered design methodology. Future work will be more practices of co-creation design processes.
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Balderrama, Javier Rojas, Matthieu Simonin, Lavanya Ramakrishnan, Valerie Hendrix, Christine Morin, Deborah Agarwal, and Cedric Tedeschi. "Combining Workflow Templates with a Shared Space-Based Execution Model." In 2014 9th Workshop on Workflows in Support of Large-Scale Science (WORKS). IEEE, 2014. http://dx.doi.org/10.1109/works.2014.14.
Full textReports on the topic "Workshops (work spaces)"
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Ayers, Dotson, and Alexander. L52332 Offshore Pipeline Damage Emergency Response Guidelines. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), July 2012. http://dx.doi.org/10.55274/r0010016.
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Subsea pipelines and flow lines are periodically subjected to damaging events such as anchor impacts that result in massive pipeline movements, dropped object damage, internal/external corrosion damage, etc. Knowing how to assess these damage events is often challenging, especially considering the potential for product release. The cost of production shut-ins can be significant and avoiding un-necessary shut-ins is desirable. While most pipeline operators have company-level procedures and programs in place for responding to pipeline emergencies, at the current time there is no single resource for providing guidance for the pipeline industry. Development of emergency response guidelines for operators to respond to offshore pipeline damage emergencies in an effective and timely manner. One unique feature of this project is that SES utilized a series of workshops spaced over a years to collectively build the Decision/Task Tree, which is the key feature of this work. Further, a collaborative effort was continued to develop detailed input for the report. This Collaborative Workshop Model of conducting project work combines the best minds available on the subject, rather than having our customers merely serve as observers and evaluators, as is done traditionally. A second unique feature is that this report is formatted as a computer-based entry portal a "front door"� to existing proprietary documents that each company has assembled for use in responding to an offshore pipeline damage incident. Often the treasured company documents are in dusty notebooks that should be scanned for incorporation with this front door document. This guideline document in its final form can provide live links to the proprietary company documents in an Adobe Acrobat format, along with the materials we have developed for the project. This front door is intended for use on a computer that is linked to the internet. The contents of this report are organized to place traditional introductory topics that would detract from operational use of this report for actual offshore emergencies in appendices near the back of the report. This report provides insights on the critical elements required for effectively responding to pipeline emergencies. PART A of this report contains the traditional introductory material, while PART B is named the Field Manual - for offshore emergency use. PART B can be used alone as an emergency response field manual without the introductory material PART A contains the Executive Summary, Introduction and Background, while PART B Contains the Preface to the Field Manual, How to Use This Report, the Detailed Task/Decision Matrix, the Resource Sheets referred to in the Matrix, In-House Company Processes Needed, Table of Preferred Consultants and Service Providers, and the SPIM 3-1 Detailed Repair Investigation Checklist.