Статті в журналах: "Laboratory workshop"

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Gorchakov, Leonid V., and D. A. Kolesnikov. "Remote Laboratory Workshop in Physics." Physics in Higher Education 28, no. 1 (2022): 148–68. http://dx.doi.org/10.54965/16093143_2022_28_1_148.

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Sholahuddin, Arif, Ratna Yulinda, M. Fuad Sya'ban, and Rasidah Rasidah. "Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 1, no. 1 (May 30, 2019): 1. http://dx.doi.org/10.20527/btjpm.v1i1.1784.

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Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students.

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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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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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Gibson, James. "Outcomes of a Laboratory Safety Workshop." Journal of Chemical Health and Safety 20, no. 3 (May 2013): 38. http://dx.doi.org/10.1016/j.jchas.2013.03.201.

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Stegall, Stacy L., Alexander Grushow, Robert Whitnell, and Sally S. Hunnicutt. "Evaluating the effectiveness of POGIL-PCL workshops." Chemistry Education Research and Practice 17, no. 2 (2016): 407–16. http://dx.doi.org/10.1039/c5rp00225g.

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The POGIL-PCL (Process-Oriented Guided Inquiry Learning in the Physical Chemistry Laboratory) project has developed a series of workshops to introduce faculty to POGIL-PCL and to facilitate the development of new experiments. More than 60 faculty members from various institutions have attended these workshops. Workshop participants were surveyed in order to evaluate the effectiveness of the workshop and better understand why faculty choose to adopt POGIL-PCL. Of the participants who completed the survey, 77% had used POGIL-PCL experiments. The results of the survey show that personal influence is a major factor in all stages of the adoption process.

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Davis, Susan R., Thad Zajdowicz, Kathleen Aldridge, Rodney Coldren, David Davis, Theresa Lynn DiFato, Kenneth Earhart, et al. "Military Public Health Laboratory Workshop Group A: Laboratory-Based Surveillance." Military Medicine 165, suppl_2 (July 1, 2000): 62–65. http://dx.doi.org/10.1093/milmed/165.suppl_2.62.

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Pangestu, Fuadillah, and Sukardi Sukardi. "Evaluation of the implementation of workshop and laboratory management on vocational high school." Jurnal Pendidikan Vokasi 9, no. 2 (June 30, 2019): 172–84. http://dx.doi.org/10.21831/jpv.v9i2.25991.

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This research aims to reveal: the development of workshop and laboratory management implementation, also the suitability of facilities and infrastructure on Vocational High School in Banggai District, which refers to the indicator of good workshop and laboratory, according to the Directorate of Vocational Education. This research is evaluation research, which employs a goal free evaluation model and descriptive quantitative approach. The research sample involved in this study was 187 teachers and students. The data analysis technique used in this research was the average score and skewness. The result of this research shows that: (1) The workshop development is appropriate enough and good, yet it still needs further improvement with students to score at 81.19 and -0.229 also the teachers at 197.78 and -0.433. (2) The laboratory development is appropriate enough, and it still needs further improvement with students to score at 96.64 and 0.393, also the teachers at 209.03 and 0.36. (3) The suitability of the workshop’s facilities and infrastructure is appropriate enough, and it still needs further improvement with the score at 250.205 and 0.549, and also the laboratory is appropriate enough and good, yet it still needs further improvement with the score at 252.80 and -1.694.

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SAFFIOTTI, ALESSANDRO. "Using fuzzy logic for autonomous robotics: an on-line workshop." Knowledge Engineering Review 12, no. 01 (January 1997): 91–94. http://dx.doi.org/10.1017/s0269888997000040.

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In October 1995, Takeshi Furuhashi and his collegues at the Bio-Electronics Laboratory of Nagoya University, Japan, organized the first of a series of on-line workshops, held entirely on the World Wide Web. The advertised advantages of the on-line format were to allow fruitful exchanges while avoiding physical travel, and to guarantee wide visibility of the discussion. The first two workshops in the series were devoted to evolutionary computation; they can be accessed on the web at http://www.bioele.nuee.nagoya-u.ac.jp. The third workshop, named “First On-Line Workshop on Soft Computing” (WSC1), had a broader scope, including all the techniques that go under the heading of “soft computing”, like fuzzy logic, neuro computing, genetic computing, and so on. WSC1 took place from August 19 to 30 1996, and it is accessible on the web at http://www.bioele.nuee.nagoya-u.ac.jp/wsc1/. Because the declared goal of an on-line workshop is to prompt discussion, the rules for submission were looser than in most traditional workshops: papers were not subject to peer review, and it was possible to submit already published papers. All the submitted papers were made visible on the web one week before the workshop, and people could send comments and questions by email during the two workshop weeks; all the questions, comments, and authors' replies are also visible at the WSC1 web site.

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Gubsky, Dmitry S., Viacheslav V. Zemlyakov, and Ivan V. Mamay. "The Modern Approach to Virtual Laboratory Workshop." International Journal of Online Engineering (iJOE) 10, no. 2 (March 9, 2014): 56. http://dx.doi.org/10.3991/ijoe.v10i2.3496.

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Rosenfeld, Stephen, and Warren Strober. "Diagnostic laboratory immunology/dual certification workshop report." Journal of Allergy and Clinical Immunology 86, no. 6 (December 1990): 961–62. http://dx.doi.org/10.1016/s0091-6749(05)80160-5.

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Mezei, Ferenc. "Workshop held at los alamos national laboratory." Neutron News 9, no. 4 (January 1998): 2. http://dx.doi.org/10.1080/10448639808233464.

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Dierker, Steve. "NSLS‐II Workshop Lights Brookhaven National Laboratory." Synchrotron Radiation News 17, no. 3 (May 2004): 54–56. http://dx.doi.org/10.1080/08940880408603096.

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Suseno, Nyoto, and Riswanto Riswanto. "SISTEM PENGELOLAAN LABORATORIUM FISIKA UNTUK MEWUJUDKAN PELAKSANAAN PRAKTIKUM YANG EFISIEN." Jurnal Pendidikan Fisika 5, no. 1 (March 31, 2017): 76. http://dx.doi.org/10.24127/jpf.v5i1.743.

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The Indeavorings’ problem of SMA physics laboratory are: lack competence human resource, coordinator of laboratory is as the second teacher job, the laboratory hasn’t been managed well, so far the laboratory cannot been used optimum. To overcame this problem, there is conducted guidance tacnical of laboratory workers, and workshop management of labarotory. The stap include: guidance tacnical for human resource, workshop of manual laboratory management, inventory and labeling, workshop of schedule arrangement, SOP and the implementation. The result are: 1) in general, the physics laboratory of SMA in Metro have fulfilled the infastruture standar, 2) lack of human resource, 2)good management can help the physics experements a run efficient based on the schedule. The problem found that the teachers are difficult to look for the materials and their spacification, so that needed improvement to laboratory management based on ICT

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Suseno, Nyoto, and Riswanto Riswanto. "Program Optimalisasi Peran Laboratorium Fisika SMA di Kota Metro, Lampung." Jurnal Pengabdian Pada Masyarakat 2, no. 2 (December 21, 2017): 149–58. http://dx.doi.org/10.30653/002.201722.28.

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THE ROLE OPTIMIZATION PROGRAM OF PHYSICAL LABORATORY OF SENIOR HIGH SCHOOL IN METRO CITY, LAMPUNG. The Government Regulation (PP) of the Republic of Indonesia no. 19 of 2005 sets eight educational standards. The results survey found every high school in Metro City has been equipped with physics laboratory and has formed an organizational structure. But the physics laboratory to support the learning process, has not been done well. The purpose of this IbM (Ipteks bagi Masyarakat) Program is to apply theory and concept of Laboratory management in order to optimize the role of Physics Laboratory to supporting the learning process. The methods used are: Making of laboratory inventory website, workshop of the standard making of laboratory management, facilitation of website and arrangement of laboratory apparatus, workshop of making work program, workshop of making service, and doing simulation result of the workshop. The results obtained are: 1) Generally the condition of high school physics laboratory in Metro City has exceeded the standard up to 71,9%; 2) Aspects that do not meet government standards are no technicians and less on electric and sink socket facilities of 5,7%; 3) Utilization of high school laboratory inventory website gives a quite effective and significant impact in assisting the administration of laboratory equipment and facilitate access in tracking the existence of physics laboratory equipment and materials.

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Rynone, William J. "A Dynamometer for Individual Laboratory Workstations." International Journal of Electrical Engineering & Education 29, no. 2 (April 1992): 157–62. http://dx.doi.org/10.1177/002072099202900211.

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Fisher, Ronald. "The Problem-Solving Workshop as a Method of Research." International Negotiation 9, no. 3 (2004): 385–96. http://dx.doi.org/10.1163/1571806053498733.

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AbstractEarly proponents of the problem-solving workshop cast it as a method of research to study the phenomenon of social conflict, not only as a method of practice. As a research technique, problem-solving workshops can serve as both a forum for applying and testing concepts and models about conflict, and as a laboratory for inductive theorizing based on information provided by participants. Workshops can also be useful for identifying the typical barriers that hamper effective negotiation and for proposing ways to overcome these resistances. As a form of action research, workshops constitute a social intervention and serve as the central element in a program of activities directed toward social change through conflict resolution. Unfortunately, both the potential of workshops as a research method and the need for evaluating them as interventions are inadequately addressed by current practice.

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Gratz, A. J., and W. J. Nellis. "Impacts in nature and in the laboratory workshop." Eos, Transactions American Geophysical Union 72, no. 52 (1991): 586. http://dx.doi.org/10.1029/90eo00406.

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Miller, Kali A., and Kaitlin I. Tyler. "Impact of a pilot laboratory safety team workshop." Journal of Chemical Health and Safety 26, no. 3 (May 2019): 20–26. http://dx.doi.org/10.1016/j.jchas.2018.12.003.

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20

Wulandari, Bekti. "Analisis Keselamatan dan Kesehatan Kerja Bengkel dan Laboraturium Jurusan Pendidikan Teknik Elektronika dan Informatika FT UNY." Elinvo (Electronics, Informatics, and Vocational Education) 3, no. 1 (July 5, 2018): 1–8. http://dx.doi.org/10.21831/elinvo.v3i1.19480.

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This research was conducted to describe planning, implementation, and evaluation of Occupational Health and Safety (OHS) in laboratory and workshop of Electronic Engineering and Informatics Department FT UNY. This research is a non-experimental quantitative research with descriptive approach method. Descriptive research is a study conducted on independent variables, without making comparisons or connecting with other variables, especially regarding OHS. This study aims to obtain information or description of OHS in the laboratory and workshop of Electronic Engineering and Informatics Department, Engineering Faculty, Yogyakarta State University. This research is only limited to describe that found in data retrieval. The results of this study indicate that the OHS System in the laboratory and workshop of Electronic Engineering and Information Technology Department of Engineering Faculty, Yogyakarta State University still needs to be improved. OHS planning in those places still needs to be improved to achieve effectiveness. Meanwhile, the implementation of OHS in the laboratory and workshop still needs to be improved. While the evaluation of OHS in the laboratory and workshop needs to be done continuously. In addition, it can be included that the factors of administration, supervision, and improvement of OHS culture needs to be done in order to achieve a systematic OHS Management System.

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Roslim, Dewi Indriyani, Herman Herman, Roza Elvyra, Nery Sofiyanti, and Ennie Chahyadi. "PELATIHAN PROSEDUR LABORATORIUM ANALISIS DNA." Jurnal Pengabdian UntukMu NegeRI 2, no. 2 (November 23, 2018): 44–48. http://dx.doi.org/10.37859/jpumri.v2i2.873.

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Currently, analysis based on DNA is one of the techniques for solving the problems such as paternity test, determining the identity of accident victims, natural disasters victims, and authentication of foods ingredients. But not everyone knows about the stages of DNA analysis laboratory procedures. The purpose of this workshop is to provide knowledgments about DNA analysis laboratory procedures. The training was attended by 30 participants from various universities and research centers in Riau Province. Workshop materials include DNA isolation of animal, plant and bacterial, electrophoresis, polymerase chain reaction (PCR), and visualization of DNA bands. Evaluation uses a questionnaire distributed to participants. Questionnaire analysis showed that workshop was very useful especially for beginners who want to be involved in DNA analysis activities in the laboratory.

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Ponkin, D. O., I. V. Shirikov, E. A. Davydov, S. L. Kolbakhov, N. A. Malyshev, I. N. Zhabin, D. O. Leushin, et al. "ONLINE ENGINEERING WORKSHOP." Bulletin of Dubna International University for Nature, Society, and Man. Series: Natural and engineering sciences, no. 3 (44) (December 27, 2019): 47–51. http://dx.doi.org/10.37005/1818-0744-2019-3-47-51.

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A new technique of distance learning of high school students in engineering disciplines in demand in modern experimental physics is presented. In the learning process, the student in practice solves a set of tasks that correspond to the real problems that arise when conducting modern physical research. For this purpose, an online engineering workshop was developed and implemented, including a modular type laboratory installation, with which it became possible to organize the implementation of various physical experiments using modern methods of a scientific experiment. Users can perform tasks remotely over the Internet, while simultaneously observing the actual process of the installation using a web camera, which provides a certain effect of presence.

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Rüdelsheim, Patrick. "CEN Workshop establishes an international Laboratory Biorisk Management Standard." New Biotechnology 25, no. 2-3 (October 2008): 117–18. http://dx.doi.org/10.1016/j.nbt.2008.08.014.

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Ross, Timothy J., and Vladik Kreinovich. "Los Alamos National Laboratory Uncertainty Workshop: An Interval Perspective." Reliable Computing 12, no. 1 (February 2006): 65–71. http://dx.doi.org/10.1007/s11155-006-2969-4.

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For Participation, Call. "1st GOLC Remote Laboratories Workshop: Improving Laboratory Learning Outcomes." International Journal of Online and Biomedical Engineering (iJOE) 7, no. 3 (July 22, 2011): 35. http://dx.doi.org/10.3991/ijoe.v7i3.1701.

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Laurich, Ben, Jürgen Hesser, Sibylle Mayr, Lisa Winhausen, Amin Ghanizadeh, Antonia Nitsch, Julia Leuthold, Christian Weber, and Garri Gaus. "Workshop: Best-practice for laboratory testing low-permeable materials." Safety of Nuclear Waste Disposal 1 (November 10, 2021): 299–300. http://dx.doi.org/10.5194/sand-1-299-2021.

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Abstract. The testing of low-permeable materials is challenging. Yet, for the disposal of radioactive waste, it is essential, too. This workshop is aimed at gathering ambitious scientists to discuss and to collaborate on their experiences in the laboratory testing of low-permeable materials. The focus here is on the methods: What method is best for what kind of low-permeable host rock (salt/clay) and for what kind of technical barrier material (bentonite/crushed salt)? How can measurement errors be correctly determined? What are the crucial “bottlenecks” in the device setups? How can high porous but low permeable samples best be pre-saturated? How can coupled flow and cumbersome gas traps in the tests be dealt with? What is the best-practice analysis of permeability from pressure decay recordings? Is there a hope of defining a standardized procedure for low-permeability testing? These points will be reflected in the light of radioactive waste disposal and in the need to find a best-practice solution when it comes to eventual evaluation and comparison of potential underground disposal sites.

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Korets, A., and А. Didyk. "COMPUTER SUPPORT OF LABORATORY WORKSHOP ON ELECTRICAL ENGINEERING AND ELECTRONICS." Innovative Solution in Modern Science 2, no. 38 (March 30, 2020): 131. http://dx.doi.org/10.26886/2414-634x.2(38)2020.11.

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The article is devoted to justification of computer support of laboratory workshop on electrical engineering and electronics. The basic types, functions and modes of use of computer support in the course of the laboratory workshop are presented. It is emphasized the need to make the correct correction, to develop individual approaches and programs, to take into account psychological and pedagogical indicators and criteria for the effectiveness of computer learning. It is noted that using computers allows you to find the best ways to solve problems while improving the learning process. Key words: computer support, presentation, performance, multimedia, information.

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Effat, Kamal G. "The laryngeal dissection laboratory." Journal of Laryngology & Otology 119, no. 12 (December 2005): 981–84. http://dx.doi.org/10.1258/002221505775010841.

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The purpose of this study was to dissect various animal larynges in support of a proposal for a laryngeal dissection laboratory. It was found that although the bovine larynx is larger than the human larynx, the anatomy is similar. Thirty-three bovine larynges were dissected by the author in various simulated phonosurgical and partial laryngectomy procedures. Following each procedure, the specimen was photographed for teaching purposes. The author concludes that dissecting bovine larynges offers a valuable aid to training in the field of laryngeal surgery. It is intended to apply these dissections in the form of a departmental surgical workshop.

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Schröder, Imke, Elizabeth Czornyj, Michael B. Blayney, Nancy L. Wayne, and Craig A. Merlic. "Proceedings of the 2018 Laboratory Safety Workshop: Hazard and Risk Management in the Laboratory." ACS Chemical Health & Safety 27, no. 2 (March 6, 2020): 96–104. http://dx.doi.org/10.1021/acs.chas.0c00012.

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Timmerman, Philip, Matthew Barfield, Kyra Cowan, Michaela Golob, Joanne Goodman, Ulrich Kunz, Anna Laurén, et al. "Recommendations and discussion points on immunogenicity, biomarkers, automation/technology and protein–MS from the 2021 European Bioanalysis Forum Focus Workshops." Bioanalysis 13, no. 19 (October 2021): 1459–65. http://dx.doi.org/10.4155/bio-2021-0200.

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During the first half of 2021, and due to the SARS-CoV-2 pandemic preventing in-person meetings, the European Bioanalysis Forum organized four workshops as live interactive online meetings. The themes discussed at the workshops were carefully selected to match the cyberspace dynamics of the meeting format. The first workshop was a training day on challenges related to immunogenicity. The second one focused on biomarkers and continued the important discussion on integrating the principles of Context of Use (CoU) in biomarker research. The third workshop was dedicated to technology, that is, cutting-edge development in cell-based and ligand-binding assays and automation strategies. The fourth was on progress and the continued scientific and regulatory challenges related to peptide and protein analysis with MS. In all four workshops, the European Bioanalysis Forum included a mixture of scientific and regulatory themes, while reminding the audience of important strategic aspects and our responsibility toward the patient.

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Nelson, Allan. "Environmental Education & Ecology in a Life Science Course for Preservice K——8 Teachers Using Project Wildlife in Learning Design." American Biology Teacher 72, no. 3 (March 1, 2010): 156–60. http://dx.doi.org/10.1525/abt.2010.72.3.6.

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During laboratory sessions devoted to ecology, 182 preservice K——8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an increased content knowledge of ecology.

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Arendt, Ronald João Jacques. "A Escrita como Laboratório / Writing as Laboratory." Revista Polis e Psique 6, no. 1 (January 6, 2016): 28. http://dx.doi.org/10.22456/2238-152x.61378.

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ResumoEste texto busca num primeiro momento ressaltar a importância do laboratório no que Bruno Latour chama de "humanidades científicas" e sua vinculação por um lado com a oficina do artesão e por outro com as tecnologias intelectuais. Num segundo momento o foco será a escrita de um trabalho de pós-graduação, sua relação com o trabalho de campo e a necessidade desta escrita bem representar os dados do campo do pesquisador. Entretanto esta escrita somente amadurecerá num laboratório que toma a forma de uma oficina da escrita, de um coletivo de pesquisadores coordenada por um orientador que surge como um mestre artesão padeiro que indica os caminhos possíveis aos alunos para que eles 'ponham a mão na massa'. Será nesta oficina que o texto será lido, relido, revisto, reavaliado, reescrito. Nesta abordagem a teoria e a prática ganham um sentido novo. O ensaio finaliza com considerações sobre a prática da escrita.Palavras-chave: laboratório; escrita; oficina da escritaAbstract This paper foregrounds the importance of the laboratory in what Bruno Latour calls 'scientific humanities', linking it on the one hand with the artisan's atelier and on the other with intellectual technologies. The focus will be the production of a post-graduate written work, its relationship with field-work and the need for the text to adequately characterize the researcher's field data. However, a writing practice can only mature in a laboratory setting which takes the form of a workshop. Here, a supervising master-craftsman capable of orienting students through a hands-on approach coordinates a collective of researchers. In the workshop, texts are read, reread, revised, reassessed and rewritten. In this approach, theory and practice gain new meaning. The essay concludes with considerations on writing practice. Keywords: laboratory; writing; writing workshop.

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Bukhman, Lyubov, and Nikolay Bukhman. "ABOUT THE IMPORTANCE OF LABORATORY LESSONS IN THE COURSE “CONCEPTS OF MODERN NATURAL SCIENCE”." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 108. http://dx.doi.org/10.17770/sie2019vol1.3751.

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Methods of teaching the course “Concepts of modern natural science” are discussed. It is shown that real (not virtual) laboratory practical work is an important and necessary part of this discipline. The example of realization of such laboratory workshop is given in the article. This laboratory workshop consists of two parts, which can be called “physical” and “biological”. The laboratory works of the “physical” part of the workshop are selected in such a way as to demonstrate deep and universal physical concepts on simple examples. For example, the study of polarized light allows students to get acquainted with the concept of spin of a particle on a simple and understandable example. A simple experience with the Magdeburg hemispheres allows us to discuss the relationship between the continual and discrete approach to the theory of the structure of matter. The “biological” part of the workshop includes not only the fundamental problems of biology itself (for example, the problems of reproduction), but also the problems of mineralogy and paleontology. The study of mineralogical samples allows students to better understand the ideas of the evolution of the earth's surface, and the study of paleontology allows a better understanding of the ideas of the theory of biological evolution.

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Byrd, Gregory, Russell De Souza, William Fingerhut, and Charles Murphy. "Integrating Technology into the Meteorology Classroom: A Summary of the 1993 Northeast Regional Unidata Workshop." Bulletin of the American Meteorological Society 75, no. 9 (September 1, 1994): 1677–83. http://dx.doi.org/10.1175/1520-0477-75.9.1677.

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This article summarizes the first Northeast Regional Unidata Users' Workshop, held 17–19 August 1993 at the State University of New York College at Brockport. The goal of the workshop was to provide a forum where users could exchange ideas and update their understanding of Unidata systems and potential applications to scientific instruction and research. Several presentations documented the successful integration of interactive computer technology into classroom and laboratory environments. Laboratory sessions stressed applications of the latest versions of the Unidata McIDAS, GEMPAK, and WXP analysis and display packages. The positive response of participants indicates that a regional workshop is a useful complement to national Unidata users' meetings.

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Barkalov, Yuri, and Aleksandr Telkov. "Modeling as a method for implementing a program of laboratory works in the process of distant teaching technical protection of information." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2021, no. 3 (October 1, 2021): 209–15. http://dx.doi.org/10.35750/2071-8284-2021-3-209-215.

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The article discuses the issues of implementation of the program of laboratory works in the process of distant teaching the subject “Technical protection of information”. The necessity to use special equipment and special research methods in the course of a laboratory workshop in a full-time training is indicated. The actual approaches of organizing a laboratory workshop during distant and mixed learning for a number of typical engineering and technical subjects are analyzed. The use of programs for structural and functional modeling of electronic circuits in laboratory works during distant and mixed learning is rationalized. The article analyzes the functional features that exist in the known programs of circuit simulation, which are important from the point of view of the implementation of circuit modeling in the study of technical protection of information. As an example, the stages of performing the tasks of the laboratory work on the study of the properties of the 220 V mains power filter, suppressing high-frequency interference, are given. The stages of the methodology for interacting with trainees are given when using the Qucs application package with partial replacement of laboratory work with modeling. The problem of the research lies in the contradiction between the need to fulfill the requirements for a specialized laboratory workshop of the subject “Technical protection of information” for a number of technical specialties and objective difficulties or even impossibility of its full implementation in a traditional form during remote and mixed learning. The purpose of the study is to present an argument for implementation of circuit modeling programs to partially replace a laboratory workshop with work with specialized software tools that can be successfully used for training in a remote format with a minimum deployment time. Research methods - analysis of modern approaches to the implementation of laboratory workshop tasks in the world and in Russian and best practices of their application Conclusion: From the standpoint of cross-platform solution of import substitution, reduction of licensing costs, it is of interest to use the open source circuit modeling program Qucs in the teaching process. Some particular results obtained by the authors indicate the possibility of its application to study at least some topics of the subject “Technical information security”

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Griffin, Stephanie, John E. Gough, and E. Jackson Allison. "Advanced EMS Anatomical Workshop." Prehospital and Disaster Medicine 6, no. 4 (December 1991): 481–82. http://dx.doi.org/10.1017/s1049023x00039030.

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AbstractDue to time constraints, most Emergency Medical Services (EMS) certification and continuing education programs offer no more than an overview of the principles of anatomy, physiology, and pathology. In an effort to strengthen the EMS professionals' knowledge of these concepts, an EMS Anatomical Workshop was developed. This workshop is a day-long program consisting of lectures and laboratory sessions covering anatomy, physiology, and pathology of major body systems. The workshop has been successful, and its fourth offering has been completed. This program could serve as a model for areas that desire to enhance the education of their EMS providers.

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Thalluri, Jyothi, and Joy Penman. "Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." Issues in Informing Science and Information Technology 16 (2019): 197–210. http://dx.doi.org/10.28945/4297.

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Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

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Dell, Elizabeth M., Jeanne Christman, and Robert D. Garrick. "Assessment Of An Engineering Technology Outreach Program For 4th-7th Grade Girls." American Journal of Engineering Education (AJEE) 2, no. 1 (May 12, 2011): 19–34. http://dx.doi.org/10.19030/ajee.v2i1.4273.

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This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th – 7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle school-aged girls by making science tangible and fun. The workshop takes place on a college campus and makes use of four different Engineering Technology laboratories. Each lab activity includes a hands-on experiment, beginning with an overview of the engineering technology discipline and a brief description of the theories related to the experiment. The day culminates with a panel session between the participants and the college students. An ancillary outcome of the program is that it serves as a community building event for female Engineering Technology college students. Connections are developed between the students and between students and faculty in the college. The college students gain the satisfaction of influencing the attitudes of participants and develop critical communication skills. An attitude survey given to participants before and after the workshop shows that participation in these workshops results in a more positive attitude towards science and technology. College student volunteers were also surveyed after the workshop to determine the impact of their participation. A full workshop description is given in this paper as well as analysis of the assessment results for the participants and the college students.

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Klingström, Tomas, Larissa Soldatova, Robert Stevens, T. Erik Roos, Morris A. Swertz, Kristian M. Müller, Matúš Kalaš, et al. "Workshop on laboratory protocol standards for the molecular methods database." New Biotechnology 30, no. 2 (January 2013): 109–13. http://dx.doi.org/10.1016/j.nbt.2012.05.019.

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Ardian, A., S. Munadi, and Jarwopuspito. "Management analysis of workshop equipment and laboratory in vocational education." Journal of Physics: Conference Series 1446 (January 2020): 012030. http://dx.doi.org/10.1088/1742-6596/1446/1/012030.

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Chaudhri, M. Munawar, and Yong Yee Lim. "Second International Indentation Workshop: Cavendish Laboratory, University of Cambridge, UK." Philosophical Magazine A 82, no. 10 (July 1, 2002): 1807–9. http://dx.doi.org/10.1080/01418610210133487.

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Remington, Bruce A., R. Paul Drake, David Arnett, and Hideaki Takabe. "INTRODUCTION: Second International Workshop on Laboratory Astrophysics with Intense Lasers." Astrophysical Journal Supplement Series 127, no. 2 (April 2000): 211. http://dx.doi.org/10.1086/313369.

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Moraru, Iuliana. "4. Jerzy Grotowski’s Laboratory, A Model for the Experimental Workshop." Review of Artistic Education 1, no. 23 (April 1, 2022): 146–51. http://dx.doi.org/10.2478/rae-2022-0019.

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Abstract Grotowski concludes that theatre can exist without sets, without costumes, without music and without light effects and even without text. The argument in support of this surprising thesis comes from the very history of the theatre. In the evolution of theatrical art, the text was one of the last elements to be added. The theatre cannot exist without actors, not even the puppet theatre, behind the stage being hidden another manipulative actor. Furthermore, it cannot exist without the audience. Consequently, following the successive eliminations, only two elements remain: the actor and the audience.

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Ellis, J. R., J. Vreeland, and F. Jaimes. "Community Health Screening And Education Through Laboratory Science Workshop: Participant Evaluation Of The 2018 Pilot Program In Aco, Peru." American Journal of Clinical Pathology 154, Supplement_1 (October 2020): S129—S130. http://dx.doi.org/10.1093/ajcp/aqaa161.283.

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Abstract Introduction/Objective Public health outreach initiatives underutilize laboratory medicine students and professionals. This poster will discuss a novel bilingual community health screening and education (CHS & E) through laboratory science service-learning (SL) study abroad (SA) program that could be utilized to improve community engagement and understanding of public health issues from a lab perspective. Methods In collaboration with The Foundation for International Medical Relief of Children (FIMRC), Texas State University faculty member, Joanna Ellis, and five CLS senior-level students traveled to Huancayo, Peru in June of 2018 for a CHS & E through lab science SL-SA program. Utilizing the self-powered Lab-in-a-Suitcase from International Aid, the group conducted four CHS & E through lab science events in four different communities. We conducted hemoglobin, urinalysis, glucose, cholesterol, and STI screenings on more than 160 people. The CUY Project was the most involved activity with six interactive stations for the families to learn about anemia, parasites, and nutrition through lab tests. Parents and children learned more about their conditions through interactive lab science activities and tests. Following the workshop, parent participants were given an anonymous survey about their knowledge before and after the workshop as well as their suggestions for its improvement. Results The lab-science based activities illustrated the biological impact of their lifestyle and dietary choices in a new and impactful way. Participants self-assessed that they learned significantly more about anemia and diabetes during the workshop. Participants learned more about hygiene than they knew before the workshop; however, the increase was not statistically significant. Parent participants surveyed (100%) stated that the workshop would help them make decisions in caring for their children and would help prevent future health problems. Conclusion Although the newest iteration of the workshop is entitled Health Education Advances with Lab Science (HEALS) this poster will describe the preparation, implementation, and first stage of evaluation of the CHS & E through laboratory science workshop in Peru. This poster session is an opportunity to discuss how laboratory professionals can interact with their community and showcase the value of the field in public health education initiatives.

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Elhadidy, Mohamed, Mohamed El-Tholoth, and Anne-Sophie Brocard. "Implementation of Active Learning Approach to Teach Biorisk Management and Dual-Use Research of Concern in Egypt." Applied Biosafety 24, no. 2 (April 3, 2019): 100–110. http://dx.doi.org/10.1177/1535676019836998.

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Introduction: Frequent reports of laboratory- and hospital-acquired infection in Egypt suggested a deficiency in handling hazardous samples and microorganisms among different researchers and professionals. The most common cause of laboratory incidents and potential exposure is often identified as a lack of biosafety training. Methods: In this study, we designed and implemented an effective laboratory biorisk management (BRM) training. Two workshops were delivered to 42 faculty members working in laboratories handling biological material in Egypt. The workshop modules were based on the global biorisk management curriculum developed by Sandia National Laboratories, with some modifications. The content was delivered to actively engaging participants in the learning process that included group work, case studies and scenarios, short presentations, demonstrations, hands-on activities, and questions and answers that created analytical thinking situations. These workshops introduced the concept of biorisk management, which combines risk assessment, risk mitigation, and performance systems and dual-use research of concern. Results: Results of pre-tests/post-tests revealed significant ( P < .001) improvement in knowledge acquisition among participants. Course evaluation surveys indicate that most participants felt that these teaching methods met their needs and that their personal laboratory practices would change as a result of the training course. Conclusion: We conclude that using varied hands-on strategies in teaching biorisk management provided the participants with the skills, tools, and confidence to guide their laboratory staff and colleagues on sustainable biorisk management to reduce the risks associated with infectious disease research in a laboratory setting.

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Bălăiţă, Vasilica. "School as Workshop." Theatrical Colloquia 8, no. 1 (May 1, 2018): 347–52. http://dx.doi.org/10.2478/tco-2018-0014.

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Abstract The experience of the master class held by the actress Roberta Carreri (Odin Theatre) at the National University of Arts, Iaşi, has made me understand the necessity of the theatre laboratory born out of the need to leave aside all other concerns, including that of making “good” theatre. The workshop means letting yourself carried in silence as an active life principle, by other principles – of the stage movement – rediscovering the expressiveness of the body as form and sonority. It means forgetting everything you think you know about theatre and what has become an automatism; fighting with the everyday movement, abandoning it. The technical terms that designate the two types of action on the stage are “everyday movement” – where the brain acts in accordance with and by reason of automatisms, and “extra-everyday movement”, where the brain must make the effort to think in spite of the automatism. The extra-everyday movement elaboration comes from an excess/waste/potentiation of energy that is achieved by acting according to certain principles. These were carefully described in the theatre dictionary compiled by Eugenio Barba and the Italian theoretician Nicola Savareze, following half-century experiences through international confrontations of the Asian and European theatre/dance.

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Poelker, M., and D. G. Crabb. "Summary Report for PSTP2013." International Journal of Modern Physics: Conference Series 40 (January 2016): 1660007. http://dx.doi.org/10.1142/s2010194516600077.

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The 15[Formula: see text] International Workshop on Polarized Source Targets and Polarimeters was held at the University of Virginia, Charlottesville during September 9–13, 2013. It was sponsored jointly by the University of Virginia, Jefferson Laboratory and the International Spin Physics Committee. A summary of the workshop was presented.

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Editor, Managing, Katie Rainey, and Josh Harguess. "Report on the Second Annual Workshop on Naval Applications of Machine Learning." AI Magazine 39, no. 4 (December 21, 2018): 69–72. http://dx.doi.org/10.1609/aimag.v39i4.2840.

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The second annual workshop on Naval Applications of Machine Learning (NAML) was held February 13-15, 2018, at the Space and Naval Warfare (SPAWAR) Systems Center Pacific (SSC Pacific), a U.S. Navy research laboratory in San Diego, California, USA. The workshop events included invited speakers, demonstrations, discussion sessions, and oral and poster presentations. The workshop cochairs were Josh Harguess and Katie Rainey, both from SSC Pacific. The poster presentations were coordinated by Chris Ward also from SSC Pacific. This article discusses the motivation, goals, and impact of the workshop and highlights some of the topics covered.

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Vdovenko, Igor. "Klim’s Workshop at VOTM (All-Russian Association of Creative Workshops) (1989–1994) and principles of laboratory theater." Shagi / Steps 5, no. 4 (2019): 72–90. http://dx.doi.org/10.22394/2412-9410-2019-5-4-72-90.

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Wafa, Ali. "PENINGKATAN KOMPETENSI SISWA MELALUI PEMBINAAN BENGKEL SHALAT DAN LABORATORIUM AL-QUR’AN DI MADRASAH ALIYAH NEGERI (MAN) 2 PAMEKASAN." AHSANA MEDIA 5, no. 1 (February 12, 2019): 39–49. http://dx.doi.org/10.31102/ahsana..5.1.2019.39-49.

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Teaching is not only the transfer of knowledge to students but also how teachers are able to guide and guide the material that students receive coloring their behavior in daily life. This study used a descriptive qualitative approach because this approach is relevant to be used to gain an in-depth understanding of prayer workshop and the Koran laboratory. The method is used in collecting data are observation, interviews and documentation. The purpose of this study was to find out: (1) the steps is taken by the head of MAN 2 Pamekasan in improving student competence through prayer workshop and al-Qur'an laboratory development; (2) the role of the teacher in improving student competence through prayer workshop and al-Qur'an laboratory development in MAN 2 Pamekasan; and (3) supporting factors and in improving student competence. Research results: (1) steps is taken by the principal; a) conduct teacher training; b) learning methods vary; c) complete facilities: 2) teacher's role in fostering students; a) prayer formation; b) teaching guidance; c) moral guidance: 3) supporting factors; a) teacher factor; b) student factors; and c) facility factors.

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