Relevant bibliographies by topics / Parent Workshops

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parent Workshops'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Parent Workshops"

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Jariwala, Harsha Vijaykumar. "Effect of Perception Differences in Money Communication Between Parent-Adolescents on Financial Autonomy: An Experimental Study Using Financial Education Workshops." Applied Finance Letters 9, SI (November 18, 2020): 23–43. http://dx.doi.org/10.24135/afl.v9i2.241.

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This study evaluates the effect of parent-child money communication on financial autonomy of the adolescents by considering the gender of the parent as a controlled variable by utilizing pre- and post- survey based experimental research design. The sample consisted of 300 female parents and their children under adolescence stage of life. Assuming that claim is often made by parents regarding their frequent money communication with their children, their children were asked to rate their perception towards parent’s money communication with them. Later, their female parent (mother) were invited for financial education workshops series and asked to complete pre-survey before they attended the first financial education workshop. The follow-up survey was done for female parents and their adolescent children six months after completion of the financial education workshop series. In both the surveys, 300 responses were collected from female parents and adolescents on nineteen pairs of money communication, wherein parents were not told that their children were also asked to rate the matching pair of each item of parent money communication scale and vice versa. The financial autonomy was measured by using pre- and post- surveys, wherein only adolescents participated in the surveys. The results of paired t-test provides noticeable conclusion that financial education given to the parent positively enhances money communication among parent-adolescent by reducing the disparity in the responses collected from the parents and adolescents on each matched pairs separately and collectively and this reduced disparity leads to enhance the financial autonomy of the adolescents. The findings may help policy makers and financial educators to design and implement such workshops which may open lines of “money communication” between parents and children. Key words: financial education workshops, parent-adolescent money communication, financial autonomy.
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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.

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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.
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Nguyen-Truong, Connie K. Y., Jacqueline Leung, and Kapiolani Micky. "Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education." Asian/Pacific Island Nursing Journal 5, no. 2 (September 22, 2020): 73–88. http://dx.doi.org/10.31372/20200502.1086.

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Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.
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COCKS, ROGER P., and JILL M. GARDNER. "PARENT WORKSHOPS: are we giving parents what they need?" Journal of the Institute of Mental Subnormality (APEX) 6, no. 2 (August 26, 2009): 18–19. http://dx.doi.org/10.1111/j.1468-3156.1978.tb00365.x.

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Xiao, Lu, Immaculate Namukasa, and Yibing Zhang. "Design-based mathematics workshops." New Library World 117, no. 3/4 (March 14, 2016): 138–57. http://dx.doi.org/10.1108/nlw-08-2015-0059.

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Purpose – The purpose of this paper is to present a workshop model for engaging children and parents in mathematics activities in public libraries or other informal education settings. Design/methodology/approach – This paper explores a workshop model for helping the school-aged children learn mathematics outside the school. The model includes five workshop sessions and designs the parent’s role in the mathematics activities. Each workshop session has both a mathematics task activity and a user interface design activity. The model was implemented in a major Canadian city and a major Chinese city over a period of one month. This paper presents the workshop attendees’ experiences and their feedback on the workshop design. It also presents several suggestions on the design of such workshops. Findings – The parents acknowledged that they learned about how mathematics is currently taught in schools and appreciated the opportunities to interact with their children in the workshops. The children participated in the workshops actively and enjoyed the design sessions the most. The potential of using design activities to help children learn mathematics concepts is recognized. Research limitations/implications – The findings suggest that future workshops should provide a structure to the parents’ engagement in design activities, offer one design project that spans several design sessions and set aside time for families to mingle and share experiences with each other. A big limitation of this paper is the small sample size – 12 families participated in the workshops on each site. Although the paper offered rich data about the participants’ experiences, a larger sample would have made the findings more generalizable and conclusive. Practical implications – Computer technologies such as iPad and tablets are increasingly common as public library resources; yet the integration of these technologies into library programs is falling behind. This paper offers one example of how such integration can bring benefits to the patrons, encouraging more considerations to be put on this aspect in library practice. Originality/value – Although many programs are offered in public libraries that facilitate children to learn mathematics concepts, very less research has been reported on the design of these programs. In addition, the existing programs have not considered the inclusion of parent–child design activities for mathematics learning engagement. This paper reports an empirical study that addresses these research gaps. The encouraging results call for more investigations on this workshop model.
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Kader, Zainab, and Nicolette V. Roman. "James House BEST Proactive Parenting Programme: experiences of South African parents." Argumentum 11, no. 1 (April 30, 2019): 213–29. http://dx.doi.org/10.18315/argumentum.v11i1.21853.

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The parent-child relationship often becomes challenging during the period of adolescence and it is community-based organisations, which take on the role of educating parents to improve the parent-adolescent relationship. The contribution of these interventions or programmes is not documented in South Africa. The James House BEST Proactive Parenting Programme prepares parents to manage the challenging behaviours of their adolescents. This was a qualitative study exploring the experiences of 24 parents living in at-risk resource-constrained communities who had attended the training workshops. Four themes emerged from the data (a) experiences of attending the proactive parenting workshops; (b) meaning of being a parent; (c) approaches to parenting and (d) the role of the father. In general, parents had a very positive experience and found that their relationships with their adolescents had improved. In particular, the results suggest that children require parental support, guidance, and parental involvement.
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Broll, Ryan, Claire V. Crooks, Shanna Burns, Ray Hughes, and Peter G. Jaffe. "PARENTAL MONITORING, MEDIA LITERACY, AND MEDIA VIOLENCE: A PRELIMINARY EVALUATION OF THE FOURTH R PARENT MEDIA VIOLENCE WORKSHOP." International Journal of Child, Youth and Family Studies 4, no. 2 (April 10, 2013): 301. http://dx.doi.org/10.18357/ijcyfs42201311602.

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<p>As youth's lives have become increasingly infused with all types of media, debates regarding the effect of violent media on youth have emerged. Within this debate, parental monitoring has been identified as an important protective factor against some negative outcomes. Accordingly, the Fourth R Parent Media Violence Workshop was developed to educate parents about the importance of setting rules around media use and to encourage parents to monitor their children's media consumption. Two waves of data were collected six months apart (nTime 1=226, nTime 2=52) with parents who attended the workshop, and results indicate that parents engaged in enhanced, appropriately restrictive and active monitoring practices following the workshop. A significant decrease in children's media consumption was also reported between Time 1 and Time 2. The results provide preliminary evidence to suggest that even short, one-time intensive workshops for parents can move parents' behaviours in the intended direction and positively impact their monitoring strategies.</p>
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Hasson-Ohayon, Ilanit, and Michal Braun. "Being a parent and coping with cancer: Intervention development." Palliative and Supportive Care 9, no. 2 (May 4, 2011): 149–52. http://dx.doi.org/10.1017/s1478951511000174.

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AbstractObjective:Diagnosis of a parent's cancer has a profound influence on the parent, the children and the child–parent relationship, and puts all family members at risk for psychological distress. This article describes the development and the first attempts at implementation of an intervention aimed at helping people cope with difficulties arising from being both parents and cancer patients.Methods:Based on themes discussed in focus groups with parents coping with cancer and with professionals in the field, a four-module psychological intervention was developed. The modules are: Telling and Sharing, Children’ Responses, Routine and Changes, and Learning and Awareness as a Parent. The techniques used are mainly psycho-educational and cognitive–behavioral.Results:Preliminary experience showed this intervention to be more feasible as a one-day workshop than as a four-session intervention. Parents who participated in two workshops reported it to be helpful in empowering them as parents and in imparting learning tools for identifying their children's needs, as well as for communicating with their children.Significance of results:Intervention tailored specifically for parents coping with cancer can be relevant for their special needs. Research is needed to establish the effectiveness of this intervention.
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Reed, Hannah E., Susan G. McGrew, Kay Artibee, Kyla Surdkya, Suzanne E. Goldman, Kim Frank, Lily Wang, and Beth A. Malow. "Parent-Based Sleep Education Workshops in Autism." Journal of Child Neurology 24, no. 8 (June 2009): 936–45. http://dx.doi.org/10.1177/0883073808331348.

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Bickford, Jill. "Using Social Media to Impart Early Literacy Tips to Parents." Children and Libraries 15, no. 2 (June 15, 2017): 36. http://dx.doi.org/10.5860/cal.15n2.36.

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Libraries are constantly working to help parents prepare their children to be readers, and we’re aided, in part, by the Every Child Ready to Read (ECRR) parent education initiative.We are always looking for new ways to reach parents of young children and convey this accessible, practical, and applicable information. We impart tips during parent workshops and storytimes, and one-on-one during patron interactions, but how do we continue to reach them once they’ve left the building? How do we reach those caregivers who cannot regularly come to our libraries for a variety of reasons?
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Dissertations / Theses on the topic "Parent Workshops"

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Rindlisbaker, Sophie Visick. "Reducing the Impact of Disabilities in Developing Nations: Implications from a Parent Delivered Behavioral Intervention in Macedonia." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6937.

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Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.
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Trialonis, Christie Chryssoula. "A study to determine the effects of utilizing first language books on second language reading through the use of the Borrow-a-Book (BAB) program supported by monthly Parent Read Aloud Training (PRAT) workshops." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/MQ50376.pdf.

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Magarrell, Roberta. "Effects of a Parent/Teen Workshop." Diss., CLICK HERE for online access, 1989. http://patriot.lib.byu.edu/u?/MTGM,33225.

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Thesis (M.S.)--Brigham Young University. Dept. of Family Sciences.
Appendix A. includes materials on the Parent-Teen workshop in the Provo Utah Edgemont South Stake and advertising letters to be used for stake presidents, bishops, priesthood meetings, Relief Society meetings and Sunday announcement sheets. Bibliography: leaves 55-59.
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Anthony, Kristina C. "A Mathematics Workshop for Parents: Exploring Content Knowledge and Perceptions of Parental Involvement." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5840.

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This qualitative study explored a mathematics workshop for parents and the impact on a parent’s mathematical content knowledge in rational numbers, perceptions of current instructional practices, and parental beliefs in supporting their children in learning mathematics. A 6-week parent workshop on rational numbers was offered in a rural middle school. Data sources included interviews and workshop audio transcriptions. This study concluded that a mathematics workshop supports parents in developing a conceptual understanding of rational numbers and rational number operations. Furthermore, parents recognized the importance of discourse, representation, and justification for building conceptual understanding in mathematics. Parents, who participated in the workshops, were more open to the use of standards based instructional practices for developing conceptual understanding. Parental engagement in mathematics should include discourse at home to help students justify and explain their thinking. Questions related to the teaching of non-standard procedures without building a conceptual understanding hindered many parents from completely accepting new instructional practices.
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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.

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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.
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Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.

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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.
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Duckworth, Stuart John. "Solution focused workshops for parents : a case study of experiences and outcomes for parents and professionals." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/solution-focused-workshops-for-parentsa-case-study-of-experiences-and-outcomes-for-parents-and-professionals(a3ec03e7-e0b8-4545-97c3-2d5cd9bca308).html.

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Solution Focused Brief Therapy (SFBT) has been applied in various settings in different countries for several years. Recent research suggests that a factor that appeals to the professional user is the creative application of the approach, exemplified in the wide and varied use in Educational Psychology (EP) practice. Despite this growth in the variety of applications there are limited examples of the use of SFBT with groups of parents in a context where a number of more structuralist approaches to parenting work are currently being offered by Local Authority and EP services. Applying a social constructionist approach to parenting work through a workshop model based on SFBT was therefore thought to be a useful development for practitioners who favour working within this paradigm. Drawing from the constructivist paradigm the aim of this study was to understand the experiences of parents and professionals of attending workshops that had been developed based on the principles of Solution Focused Brief Therapy (SFBT). The research takes the form of case study in the sense that the ‘Case’ that is being studied is the workshops themselves and the process of their delivery to a group of parents. Data was gathered from co-deliverers of the workshops as well as the parents themselves through a series of semi-structured interviews and focus groups. This was analysed using thematic analysis. The findings indicated that a number of elements of the workshops were important, including: questions as to why people had been asked to attend and how they became engaged in the approach on initially attending; the importance of feeling comfortable and socially at ease; some specifics regarding the nature of the SFBT approach; the changes in thoughts and behaviour that had taken place between the start of the process up to the three month follow-up period. Each parent reported degrees of positive change and the story regarding these changes is explored, along with reflections by the researcher. The extent to which SFBT contributed to engagement and outcomes is discussed along with the future possibilities for this way of working with parents.
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Herrera, Cynthia Lopez. "Sex education workshops for Latino/a parents of adolescents| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523300.

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The purpose of the grant was to fund sex education workshops for the parents and or caregivers of adolescents who qualify for services at INMED Partnership for Children in Compton, California. The aim of the workshops was to educate Latino parents about basic sex education and go into detail about SID and pregnancy prevention. illtimately, the goal was to create a resource within the home to serve as the first buffer against Latino/a adolescent pregnancy and SIDs. The host agency, INMED Partnership for Children, was found through a search utilizing 2ll.org. The California Wellness Foundation was selected as the funder for this project. Actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

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Izurieta, Maite. "Education workshops for Latino parents of children with autism spectrum disorder| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527958.

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The purpose of this project was to write a grant proposal to obtain funding for educational workshops. The workshops are about how to access community-based resources, navigate the service delivery systems and training on advocacy skills needed to access appropriate services. Targeted population will include 192 Latino parents and families of children with autism spectrum disorder or suspected developmental delays. The proposed program would be offered in the Family Resource Center at the Los Angeles Child Guidance Clinic.

The educational workshops aim to increase the utilization of services of Latino parents who are economically disadvantaged and underserved, through the distribution of information of community resources available for the specific needs of their children. The actual submission and/or funding of this grant were not a requirement for the successful completion of this project.

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Jones-Hamilton, Allison M. "An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9769/.

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This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.
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Books on the topic "Parent Workshops"

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Barber, Jacqueline. Parent partners: Workshops to foster school/home/family partnerships : a guide to presenting parent education workshops. Berkeley, CA: Great Explorations in Math and Science, Lawrence Hall of Science, University of California at Berkeley, 2000.

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Bernhard, Judith. Canadian parenting workshops: Preparing children for school success. Toronto: Chestnut Pub. Group, 2004.

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Jackson, Kerry Michele. Using parent workshops in a nursery setting: An alternative form of service delivery for educational psychologists. Birmingham: University of Birmingham, 1999.

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Vopat, James. The parent project: A workshop approach to parent involvement. York, Me: Stenhouse Publishers, 1994.

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Branch, Alberta Alberta Advanced Education and Career Development Information Development and Marketing. Your teens...their choices: Parent workshop facilitator's guide. [Edmonton]: Information Development and Marketing Branch, Alberta Advanced Education and Career Development, 1995.

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Vopat, James. The parentproject: A workshop approach to parent involvement. York, Me: Stenhouse Publishers, 1994.

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Santa's workshop: Written by Nancy Parent ; illustrated by Adam Devaney. [United States?]: Paradise Press, 1999.

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Berry, Holly. Guiding your children: Workshop guide. [Corvallis, Or.]: Oregon State University Extension Service, 1997.

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Anthony, Michelle. Signing Smart workshop-in-a-box: Curriculum for a parent audience. [Centennial, Colo.]: Wide-Eyed Learning, 2004.

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Feinberg, Sandra. Running a parent/child workshop: A how-to-do-it manual for librarians. New York: Neal-Schuman Publishers, 1995.

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Book chapters on the topic "Parent Workshops"

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Araszkiewicz, Michał, Agata Łopatkiewicz, and Adam Zienkiewicz. "Parent Plan Support System – Context, Functions and Knowledge Base." In Business Information Systems Workshops, 160–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41687-3_16.

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Higuera-Toledano, M. Teresa. "Studying the Behaviour of the Single Parent Rule in Real-Time Java." In On the Move to Meaningful Internet Systems 2004: OTM 2004 Workshops, 268–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30470-8_44.

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Lambe, Loretto, and Helen Mount. "Leisure workshops for parents and carers." In Making Leisure Provision for People with Profound Learning and Multiple Disabilities, 229–42. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4487-0_13.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Heymans, Hugo S. A. "Recommendations for Physicians and Parents." In Nestlé Nutrition Workshop Series: Pediatric Program, 219–31. Basel: KARGER, 2005. http://dx.doi.org/10.1159/000086302.

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Xing, Yujie, Itishree Mohallick, Jon Atle Gulla, Özlem Özgöbek, and Lemei Zhang. "An Educational News Dataset for Recommender Systems." In ECML PKDD 2020 Workshops, 562–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65965-3_39.

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AbstractDatasets are an integral part of contemporary research on recommender systems. However, few datasets are available for conventional recommender systems and even very limited datasets are available when it comes to contextualized (time and location-dependent) News Recommender Systems. In this paper, we introduce an educational news dataset for recommender systems. This dataset is the refined version of the earlier published Adressa dataset and intends to support the university students in the educational purpose. We discuss the structure and purpose of the refined dataset in this paper.
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Maruyama, Yukiko. "Investigation into Parents’ Impressions of Computer Programming with Comparisons Before and After a Programming Workshop." In Smart Education and e-Learning 2019, 421–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8260-4_38.

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Bresnihan, Nina, Glenn Strong, Lorraine Fisher, Richard Millwood, and Áine Lynch. "Increasing Parental Involvement in Computer Science Education Through the Design and Development of Family Creative Computing Workshops." In Communications in Computer and Information Science, 479–502. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58459-7_23.

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Browne, Fiona, Steven Bettles, Stacey Clift, and Tim Walker. "Connecting Patients, Practitioners and Regulators in Supporting Positive Experiences and Processes of Shared Decision-Making: A Case Study in Co-production." In International Perspectives in Values-Based Mental Health Practice, 391–401. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_45.

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AbstractThis chapter describes a project in osteopathy exploring how regulators can support shared decision-making by positively promoting good practice rather than by way of traditionally adopted methods based on fitness to practice and disciplinary action. The project is built in part on a background development programme in values-based osteopathy. The regulator (the General Osteopathic Council), osteopaths and patients worked together co-productively in a series of workshops to develop support resources for shared decision-making based on what is important to the individual patient in question. Central to the project was an emerging understanding of the cultural values of osteopathy as a profession and how these impact on their practice. A summary of and links to the resources produced by the project are included. The chapter starts with a case narrative (the story of ‘Jennifer’) adapted from one used in the background development programme.
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Carroll, Noel, Finn Olav Bjørnson, Torgeir Dingsøyr, Knut-Helge Rolland, and Kieran Conboy. "Operationalizing Agile Methods: Examining Coherence in Large-Scale Agile Transformations." In Agile Processes in Software Engineering and Extreme Programming – Workshops, 75–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58858-8_8.

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Abstract Following the highly pervasive and effective use of agile methods for software development, attention has now turned to the much more difficult challenge of applying these methods in large scale, organization-wide development. However, identifying to what extent certain factors influence success and failure of sustaining large-scale agile transformations remains unclear and there is a lack of theoretical frameworks to guide such investigations. By adopting Normalization Process Theory and specifically ‘coherence’, we compare two large-scale agile transformation case studies and the different perspectives individuals and teams had when faced with the problem of operationalizing the agile method as part of their large-scale agile transformation. The key contributions of this work are: (i) this is a first attempt to present the results of a comparison between a successful and failed large-scale agile transformations; and (ii) we describe the challenges in understanding the rationale, differences, value, and roles associated with the methods to support the large-scale agile transformation. We also present future research for practitioners and academics on large-scale agile transformation.
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Conference papers on the topic "Parent Workshops"

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Ellis, Margaret B., Emily Ross, Maria Stockton, Family Educator, Berta Andrade, Director, and Julie M. Linton. "Teen Parent Workshops: Building Relationships in the Community to Build Relationships with Teen Parents Through Classes Aimed at Increasing Parental Knowledge of Early Childhood Development." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.44.

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Dezfouli, Behnam, Marjan Radi, Mohammad Ali Nematbakhsh, and Shukor Abd Razak. "A Medium Access Control Protocol with Adaptive Parent Selection Mechanism for Large-Scale Sensor Networks." In 2011 IEEE Workshops of International Conference on Advanced Information Networking and Applications (WAINA). IEEE, 2011. http://dx.doi.org/10.1109/waina.2011.124.

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de Vries, Charlotte, Kate Fu, Elizabeth Starkey, Christine Toh, Nicole B. Damen, Shraddha Joshi, Brian Sylcott, and Kathryn Jacobson. "Broadening Participation: Over Ten Years of Outreach Within the IDETC-DED Community." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22687.

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Abstract A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children. This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.
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Barg, Alexander, G. Robert Blakley, Grigory Kabatiansky, and Cedric Tavernier. "Robust parent-identifying codes." In 2010 IEEE Information Theory Workshop (ITW 2010). IEEE, 2010. http://dx.doi.org/10.1109/cig.2010.5592920.

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Biktagirova, Gulnara F. "Formation Of Inclusive Educational Environment Through Training Workshops With Parents." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.31.

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"Workshops." In 2008 IEEE International Conference on Computer-Aided Control Systems (CACSD) part of the Multi-Conference on Systems and Control. IEEE, 2008. http://dx.doi.org/10.1109/cacsd.2008.4627334.

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Williams, W. B., Fred DeJarnette, W. J. Craft, and B. M. Grossman. "Developing an Appreciation of the Basic Principles in Earth Sciences, Physics, and Mathematics Supporting Careers of the Future Through Workshops for Pre-College Teachers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61985.

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On September 26, 2002, the National Institute of Aerospace, NIA, was created near NASA’s Langley Research Center in Hampton, VA as a result of a winning proposal submitted from the AIAA and a 6-university team in response to a broad agency announcement. Our proposal emphasized these four imperatives to: • Conduct leading edge aerospace & atmospheric science research and develop revolutionary new technologies by creating innovative, collaborative, synergistic partnerships among NASA’s Langley Research Center, academia, and industry; • Provide comprehensive graduate and continuing education in science and engineering by using both a local campus and exploiting innovative distance-learning concepts; • Incubate and stimulate the commercialization of new intellectual property developed through the Institute’s activities, including radical ideas and disruptive technologies; and • Promote aerospace science and engineering and provide outreach to the region and nation. As part of the fourth imperative, we specifically proposed to develop and conduct summer workshops for grade 6–12 teachers. This paper describes our experiences in planning and conducting our first teacher workshop in July, 2003.
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GRAMA, N., C. GRAMA, and I. ZAMFIRESCU. "PARENT DI-NUCLEAR QUASIMOLECULAR STATES AS EXOTIC RESONANT STATES." In Proceedings of the International Workshop. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702579_0009.

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Hegewald, J. "Workshop Mantelabstract: Parents at work: how the workplace impacts family health." In Prävention in Lebenswelten – 54. Jahrestagung der DGSMP – Die DGSMP Jahrestagung in Dresden findet statt unter Beteiligung des MDK Sachsen. Georg Thieme Verlag KG, 2018. http://dx.doi.org/10.1055/s-0038-1667758.

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Mathur, Suhas, Sanjit Kaul, Marco Gruteser, and Wade Trappe. "ParkNet." In the 2009 MobiHoc S3 workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1540358.1540367.

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Reports on the topic "Parent Workshops"

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Mitra-Kahn, Benjamin H. Still standing on the table: The New Lecturer's Workshop, part deux. Bristol, UK: The Economics Network, April 2009. http://dx.doi.org/10.53593/n140a.

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Stephen A. Holditch and Emrys Jones. RESULTS FROM THE (1) DATA COLLECTION WORKSHOP, (2) MODELING WORKSHOP AND (3) DRILLING AND CORING METHODS WORKSHOP AS PART OF THE JOINT INDUSTRY PARTICIPATION (JIP) PROJECT TO CHARACTERIZE NATURAL GAS HYDRATES IN THE DEEPWATER GULF OF MEXICO. Office of Scientific and Technical Information (OSTI), September 2002. http://dx.doi.org/10.2172/823392.

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Brandt, Leslie, Chris Swanston, Linda Parker, Maria Janowiak, Richard Birdsey, Louis Iverson, David Mladenoff, and Patricia Butler. Climate change science applications and needs in forest ecosystem management: a workshop organized as part of the northern Wisconsin Climate Change Response Framework Project. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northern Research Station, 2012. http://dx.doi.org/10.2737/nrs-gtr-95.

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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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Vangelas, KM. Summary Document of Workshops for Hanford, Oak Ridge and Savannah River Site as part of the Monitored Natural Attenuation and Enhanced Passive Remediation for Chlorinated Solvents - DOE Alternative Project for Technology Acceleration. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/821098.

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Vangelas, KM. Summary Document of Workshops for Hanford, Oak Ridge and Savannah River Site as part of the Monitored Natural Attenuation and Enhanced Passive Remediation for Chlorinated Solvents - DOE Alternative Project for Technology Acceleration. Office of Scientific and Technical Information (OSTI), January 2004. http://dx.doi.org/10.2172/820971.

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Runyon, Amber, Gregor Schuurman, Brian Miller, Amy Symstad, and Amanda Hardy. Climate change scenario planning for resource stewardship at Wind Cave National Park: Climate change scenario planning summary. National Park Service, July 2021. http://dx.doi.org/10.36967/nrr-2286672.

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This report explains scenario planning as a climate change adaptation tool in general, then describes how it was applied to Wind Cave National Park as the second part of a pilot project to dovetail climate change scenario planning with National Park Service (NPS) Resource Stewardship Strategy development. In the orientation phase, Park and regional NPS staff, other subject-matter experts, natural and cultural resource planners, and the climate change core team who led the scenario planning project identified priority resource management topics and associated climate sensitivities. Next, the climate change core team used this information to create a set of four divergent climate futures—summaries of relevant climate data from individual climate projections—to encompass the range of ways climate could change in coming decades in the park. Participants in the scenario planning workshop then developed climate futures into robust climate-resource scenarios that considered expert-elicited resource impacts and identified potential management responses. Finally, the scenario-based resource responses identified by park staff and subject matter experts were used to integrate climate-informed adaptations into resource stewardship goals and activities for the park's Resource Stewardship Strategy. This process of engaging resource managers in climate change scenario planning ensures that their management and planning decisions are informed by assessments of critical future climate uncertainties.
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PRINCETON RESOURCES INC NJ. Proceedings of the European Conference on the Application of Polar Dielectrics (2nd) to Celebrate the 25th Anniversary of the Dielectric Society Incorporating 1st International Workshop on Integrated Ferroelectrics Held in London, United Kingdom on April 12 - 15, 1992. Volume 134, Numbers 1 - 4, 1992, Part 2. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada274567.

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Gold deposits related to greenstone belts in Brazil; deposit modeling workshop; Part A, excursions. US Geological Survey, 1991. http://dx.doi.org/10.3133/b1980a.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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