Relevant bibliographies by topics / Workshops (Seminars)

Contents

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

Academic literature on the topic 'Workshops (Seminars)'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Workshops (Seminars)"

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Arribathi, Abdul Hamid, Saryani Saryani, and Haris Haris. "PERANCANGAN APLIKASI SMART SEMINAR DAN WORKSHOP BERBASIS WEBSITE." Journal CERITA 5, no. 2 (August 1, 2019): 156–64. http://dx.doi.org/10.33050/cerita.v5i2.409.

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Seminars and workshops are inseparable activities from the world of education in higher education. As the implementation of the Tridharma of Higher Education is teaching, research and service. The results of the research conducted require publication through writing or seminars and workshops. However, there are still many seminars and workshops that hold it conventionally starting from the announcement of the event, registration of participants, to the process of implementing the event. So that it feels less effective. Therefore a Smart Seminar and web and Android based Workshop system is needed, which can facilitate the announcement of events and registration of participants online, absent attendees with QRCode, and make participants able to ask questions directly through the application without interrupting the content being conveyed by the speaker. The research method that was carried out in the first stage was collecting data and information through interviews, literature studies, and Focus Group Discussion (FGD) with seminar and workshop experts. The second stage is to build the system using the Waterfall type SDLC (System Development Life Cycle) method. The Waterfall Model provides a sequential or sequential software lifecycle approach starting from analysis, design, coding, testing, and maintenance. The results of the Smart Seminar and Worksop system design can facilitate educational institutions in conducting seminars and workshops effectively and more quality, as well as more interactive between participants and speakers in terms of questions and answers. This application can be accessed via a web browser or with an Android application.
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Vyas, Anju. "Forthcoming Seminars/Workshops." Indian Journal of Gender Studies 11, no. 1 (February 2004): 141–43. http://dx.doi.org/10.1177/097152150401100116.

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Izza Hamka, Nurul, Cahyo Prianto, and Woro Isti Rahayu. "Analisis dan Perancangan Sistem Aplikasi Berbasis Website Untuk Sistem Manajemen Pendidikan dan Pelatihan Pada Whiteboard Edu." Jutisi : Jurnal Ilmiah Teknik Informatika dan Sistem Informasi 10, no. 3 (December 16, 2021): 427. http://dx.doi.org/10.35889/jutisi.v10i3.710.

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<p>Abstrak. Pandemi covid19 menyebabkan dibeberapa daerah tidak dapat melaksanakan proses pendidikan dan pelatihan seperti seminar ataupun workshop secara luring, sehingga mengakibatkan pelaksanaanya harus beralih menggunakan mode daring. Tulisan ini menyajikan model aplikasi berbasis Web yang dapat digunakan untuk memberikan informasi seputar seminar dan pelatihan daring khususnya yang diselenggarakan oleh Whiteboard Edu setiap saat, serta mampu mengelola setiap kegiatan dari awal sampai akhir dalam memfasilitasi terlaksananya seminar dan atau workshop daring. Pengembangan aplikasi menggunakan metode RAD (Rapid Application Development) dengan bahasa pemrograman PHP dan framework CodeIgniter. Hasil uji fungsionalitas sistem menunjukkan fitur-fitur pada sistem Web telah berjalan sesuai dengan kebutuhan pengguna untuk mempermudah pengelolaan kegiatan workshop secara daring.</p><p>Kata kunci: Sistem Aplikasi, Manajemen Pelatihan, Berbasis Web, Whiteboard Edu, Rapid Application Development </p><p>Abstract. The COVID-19 pandemic has caused some areas to be unable to carry out education and training processes such as seminars or workshops offline, resulting in the implementation having to switch to using online mode. This paper presents a Web-based application model that can be used to provide information about online seminars and training, especially those organized by Whiteboard Edu at any time, and is able to manage every activity from start to finish in facilitating the implementation of online seminars and or workshops. Application development uses the RAD (Rapid Application Development) method with the PHP programming language and the CodeIgniter framework. The results of the system functionality test show that the features on the Web system have been running according to user needs to make it easier to manage online workshop activities. Keywords: Application System, Training Management, Web Based, Whiteboard Edu, Rapid Application Development </p>
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Fang, Reynaldo, and Jefri Junifer Pangaribuan. "Pengembangan Web Pemesanan Tiket pada Perusahaan Startup Skilldemy." INSOLOGI: Jurnal Sains dan Teknologi 1, no. 4 (August 29, 2022): 340–52. http://dx.doi.org/10.55123/insologi.v1i4.575.

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Advances in technology like this are something that cannot be avoided in everday life because this happens in tandem with advances in the development of science. The web is a service that makes it easier for users to interact with other users and browse information from the internet. Skilldemy is a startup company fromt the city of Medan, which is engaged in education. Before seminars or workshops are held, instructors or students must first carry out an online-based administrative process via Messages from Instagram, while instructor who want to share their knowledge through seminars or workshops can coordinate via Messages from Whatsapp to discuss what materials will be brought. Because of these problems, it is necessary to build an online seminar or workshop ticket booking website to meet user needs in terms of ticket reservations. The result showed that the design of this website-based ticket booking system made it easier for the participants with the features provided in terms of information and ticket reservations.
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Manggabarani, Alfatih S., and Nunuk Triwahyuningtyas. "Menciptakan Lapangan Kerja Bagi Fresh Graduate Melalui Program Workshop Dan Seminar Move On Entrepreneur." Jurnal Komunitas : Jurnal Pengabdian kepada Masyarakat 1, no. 2 (January 30, 2019): 44–50. http://dx.doi.org/10.31334/jks.v2i1.292.

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Through this service, we hope to empower the optimal candidates, so that new graduates can take part in Smart Jurus Seminars and Workshops Gaining Business Wealth. "MOVING SEMINARS AND WORKSHOPS IN ENTREPRENEURS. To Get Profit Through Business. Why If You Want To Be Successful and Rich You Must Be An Entrepreneur? "This is one way to share entrepreneurial knowledge with alumni, especially the younger generation, so that someday they can become strong and successful entrepreneurs in the future. The workshop participants were 100 new graduates in 2017/2018 before the graduation ceremony.
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"Conferences, Workshops, and Seminars." Southeast Asian Economies 1, no. 2 (1985): 77–80. http://dx.doi.org/10.1355/ae2-1l.

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"Conferences, Workshops, and Seminars." Southeast Asian Economies 3, no. 2 (1986): 296–98. http://dx.doi.org/10.1355/ae3-2m.

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"Conferences, Workshops, and Seminars." Southeast Asian Economies 2, no. 2 (1985): 149–50. http://dx.doi.org/10.1355/ae2-2k.

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"Conferences, Workshops, and Seminars." Southeast Asian Economies 2, no. 3 (1986): 226–28. http://dx.doi.org/10.1355/ae2-3k.

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"Conferences, Workshops, and Seminars." Southeast Asian Economies 3, no. 3 (1987): 410–12. http://dx.doi.org/10.1355/ae3-3n.

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Dissertations / Theses on the topic "Workshops (Seminars)"

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Sheriff, Ray E. "The 2009 Electronics and Telecommunications Research Seminar Series: 8th Workshop Proceedings." University of Bradford, 2009. http://hdl.handle.net/10454/3559.

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Yes
This is the eighth workshop to be organised under the postgraduate programmes in electrical and electronic engineering (EEE). The workshop concludes the Research Seminar Series, which has provided a platform for disseminating the latest research activities in related technologies through its weekly seminars. The EEE courses cover a broad range of technologies and this is reflected in the variety of topics presented during the workshop. In total, thirty-three papers have been selected for the proceedings, which have been divided into seven sections. The workshop aims to be as close to a `real¿ event as possible. Hence, authors have responded to a Call for Papers with an abstract, prior to the submission of the final paper. This has been a novel experience for many, if not all of the contributors. Clearly, authors have taken up the challenge with enthusiasm, resulting in what promises to be an interesting and informative workshop.
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Sheriff, Ray E. "The 2010 Electronics and Telecommunications Research Seminar Series: 9th Workshop Proceedings." University of Bradford, 2010. http://hdl.handle.net/10454/4355.

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yes
This is the ninth workshop to be organised under the postgraduate programmes in electrical and electronic engineering (EEE). The workshop concludes the Research Seminar Series, which has provided a platform for disseminating the latest research activities in related technologies through its weekly seminars. The EEE courses cover a broad range of technologies and this is reflected in the variety of topics presented during the workshop. In total, forty-four papers have been selected for the proceedings, which have been divided into eight sections. The workshop aims to be as close to a `real¿ event as possible. Hence, authors have responded to a Call for Papers with an abstract, prior to the submission of the final paper. This has been a novel experience for many, if not all of the contributors. As usual, authors have taken up the challenge with enthusiasm, resulting in a collection of papers that reflects today¿s research challenges.
School of Engineering, Design and Technology
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Nethercott, Nancy L. "Developing a scripture reader training workshop for Christians in the Arts Network (CAN) worship seminar in Tokyo, Japan." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.089-0082.

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Vlčková, Dominika. "Projekt profesní navigace pro studenty FM VŠE." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-264441.

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The aim of thesis is to propose specifications of workshop named Profesní navigace, co se životem na prahu dospělosti?, which is organized at the Faculty of Management of University of Economics (FM VŠE) in Jindřichův Hradec. The seminar is aimed at helping students, who are looking for answers to their questions, which are connected with their entry into adulthood. Trained tutors, authors of course, help them with using the method of process-oriented work. In the theoretical part I am writing about personality development and about methods, which are using to conduct these courses. In the practical part I am applying acquired knowledge into concrete recommendations for further development this workshop.
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Higginbotham, Harlan Keith. "A Psychoeducational Approach to Improving College Student Mental Health." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1340658639.

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Dunne, Caroline. "Dialog, engagemang & neutralitet : Vad gör en professionell facilitator?" Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28333.

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I denna uppsats ställer jag mig frågan vilken praktisk kunskap jag har, i min yrkesroll som professionell facilitator.  En professionell facilitator är en för gruppen neutral mötesledare vars huvudsakliga syfte är att planera, förbereda och genomföra arbetsmöten och workshops som bygger på dialog, engagemang och delaktighet. Inte sällan med inriktning på erfarenhetsutbyte och kunskapsutveckling. Men, vad är det jag gör när jag skapar delaktighet och engagemang i en grupp, när jag får deltagarna att se sakfrågan i ett större sammanhang och genom olika metodval ger dem förutsättningar till konstruktiva dialoger? När jag underlättar för deltagare att inte bara närvara fysiskt under ett möte utan säkerställer att alla i gruppen aktivt deltar och bidrar till ett konkret resultat. Uppsatsen har skrivits inom ramen för magisterprogrammet i yrkeskunnande och professionsutveckling vid Linnéuniversitetet i Växjö under våren 2013. Empirin utgörs av de reflekterande texter som jag har skrivit inom ramen för kurserna mellan åren 2011-2013, baserade på 18 års erfarenhet av att leda och facilitera arbetsmöten och workshops. Mina erfarenheter har jag kopplat ihop med de olika teorierna inom ämnesområdet yrkeskunnande och professionsutveckling. Resultatet av uppsatsen vittnar om att mina erfarenheter och min praktiska kunskap har jag fått genom att öva och utveckla en känsla för olika människors och gruppers beteenden. Jag har också utvecklat en förtrogenhetskunskap beträffande vilka metoder och tekniker som fungerar i olika situationer och för olika sakfrågor. Varje möte som jag leder är direktsändning och det finns aldrig någon möjlighet att generalrepetera några repliker. I realtid reflekterar och analyserar jag vad som händer i gruppen. Jag använder olika metoder och tekniker. Planerat eller improviserat. Jag kallar det ibland för planerad improvisation. Jag kommer nämligen alltid väl förberedd och med en skräddarsydd mötesplan i handen, för att i själva mötessituationen kunna improvisera. Det är något jag vet av erfarenhet alltid blir fallet. Vad som kommer att hända under ett möte går aldrig att förutse. För att lyckas med denna konst behöver facilitatorn tro på varje individs lika värde, bortse från förutfattade meningar, lyssna och höra, både vad som sägs, men också lyssna efter vad som inte sägs. Facilitatorn underlättar för gruppen genom att driva mötet framåt utifrån ett specifikt syfte och önskat slutresultat. Att som facilitator vara mentalt närvarande under hela mötet och förhålla sig neutral till sakfrågan, gruppen och slutresultatet, men även till uppdragsgivaren, även om det är svårt, är kärnan i facilitatorns yrkesroll. Uppdragsgivarens betydelse ska aldrig underskattas och jag har myntat följande uttryck: Jag kan aldrig facilitera ett möte bättre än vad min uppdragsgivare tillåter.
This thesis explores a number of questions around the skills of a Professional Facilitator. It has been completed as part of the Programme on Skill and Professional Development, within the Faculty of Technology at Linneaus University, Sweden. A Professional Facilitator is a person who is both neutral to the group, and the subject under discussion. The facilitator plans, prepares, and runs workshops where dialogue, commitment and neutrality all play a central role. The practical insights presented within, are derived from the texts that I have submitted as part of the programme requirements during 2011-2013. The insights are based on my direct experience from facilitating professional workshops over the last 18 years. These insights have been presented in the context of the relevant literature and research within the areas of skill and technology. The conclusions from my work clearly show that the development of my skills is as much grounded in a structured approach to continued Professional Development as it is in experiential learning. I have developed skills regarding group dynamics, as well as methods and tools that can be appropriately applied in different contexts, subjects and groups. Every meeting I facilitate is completed in real-time, which means that I do not have the opportunity to rehearse or prepare for all eventualities. However, I am always very well prepared and have a tailor-made plan for every meeting. Improvisation is key, and is always required no matter what level of planning has been completed. My experience clearly shows that a Professional Facilitator needs to believe in the individuals potential, show no prejudice, and listen and hear what is being said both directly and indirectly. A facilitator needs to be alert throughout the whole meeting and take a neutral stance in relation to the group, the subject and the Meeting Sponsor.
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FANG-WEI, CHU, and 朱芳薇. "The Improvement of International Human Resource Training Quality- A Case Study of the TaiwanICDF International Seminars and Workshops." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7bxtw5.

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碩士
輔仁大學
非營利組織管理碩士學位學程在職專班
105
The purpose of this study is to explore the effectiveness of the implementation of Seminars and Workshops and the quality improvement of the seminars conducted by Taiwan International Cooperation Development Fund (TaiwanICDF). This study first compiled the relevant literature concerning the seminars, the diplomatic relations, and the missions and the purposes of the TaiwanICDF which were used as the theoretical basis. Both in-depth and semi-structured interviews with the relevant staff of TaiwanICDF, the Participants, and recommended unit staff were adopted, and the effectiveness of the TaiwanICDF Seminars and Workshops was discussed. It was found that the TaiwanICDF workshops helped to promote smooth and cost-effective diplomatic relations in our country and obtained positive feedback. It was approved that the main achievements of TaiwanICDF Seminars and Workshops were the building of capacities, promotion of diplomatic affairs and the establishment of network connections. However, it is restricted by the policy flexibility which has been somehow insufficient. The research results can be provided as a reference for future international human resources training and development.
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Ramsden, Judy Mclean Shelton. "The development of a workshop for identifying personal practice models." Diss., 1997. http://hdl.handle.net/10500/17586.

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After nine years of working in the field of social work, this including counselling, training and supervision, the researcher became aware of the need to develop a tool by which social workers could identify how they work. This study is for the social workers. It will review theory and techniques and then will go one step further. It will offer a new product to the social worker, a product whereby he or she can internally reflect on, investigate, argue about, integrate and finally, within the relationship the social worker has with his or her own working self, developed a personal practice model. Developmental research was selected as the research design. The tool to achieve the goal of developing a personal practice model was a workshop. A pilot study was undertaken at Family Life Centre.
Social Work
M.A. (Social Science (Mental Health))
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Sheriff, Ray E. "The 2011 Electronics and Telecommunications Research Seminar Series: 10th Workshop Proceeedings." 2011. http://hdl.handle.net/10454/4929.

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yes
This is the tenth workshop to be organised under the postgraduate programmes in electrical and electronic engineering (EEE). Over the past ten years, the Research Seminar Series has provided a snapshot of the research agenda. Early Proceedings addressed issues such as third-generation (3G) mobile and GPS satellite navigation, while in this issue, the importance of the green agenda and the influence of broadband mobile communications, smartphones and the World Wide Web are in evidence. In total, forty-five papers have been selected for the Proceedings.
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Sheriff, Ray E. "The 2012 Electronics and Telecommunications Research Seminar Series: 11th Workshop Proceeedings." 2012. http://hdl.handle.net/10454/5444.

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yes
This is the eleventh workshop to be organised under the postgraduate programmes in electrical and electronic engineering (EEE). In total, thirty-five papers from sixty-seven submissions have been selected for the Proceedings. Over the past eleven years, the Research Seminar Series has provided a snapshot of the research agenda. In this, the 11th issue of the Workshop Proceedings, the importance of sustainable energy generation and the emerging influence of cloud computing, the growing number of applications of wireless sensors and the ubiquitous nature of the World Wide Web are in evidence.
None
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Books on the topic "Workshops (Seminars)"

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go-go, Grrrl Zines a. Shezam: Art & activism festival zine. San Diego, CA: The collective, 2003.

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Jolles, Robert L. How to Run Seminars & Workshops. New York: John Wiley & Sons, Ltd., 2005.

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Materka, Pat Roessle. Workshops and seminars: Planning, producing, and profiting. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Shenson, Howard L. How to develop and promote successful seminars and workshops: The definitive guide to creating and marketing seminars, workshops, classes, and conferences. New York: Wiley, 1990.

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Sewell, Liz. Conferences, seminars and workshops: The organizer's survival kit. Londono: National Early Years Network, 1995.

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Lawrence, Rossi Ernest, Ryan Margaret, and Sharp Florence A, eds. Seminars, workshops and lectures of Milton H. Erickson. London: Free Association Books, 1998.

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Verma, Kanchan. Women in development: Proceedings of seminars and workshops. Kathmandu, Nepal: Action Aid Nepal in association with the Social Services National Co-ordination Council, 1989.

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Dearling, Alan. Organising successful learning events: A guide to planning and running conferences, seminars and workshops for anyone involved in facilitating training in the people services. Lyme Regis: Russell House, 2003.

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National, Forum on Post-Secondary Education (1987 Saskatoon Sask ). Reports from the Forum workshops and the regional concurrent seminars. Ottawa?]: The Secretariat, 1988.

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National Forum on Post-Secondary Education (1987 Saskatoon, Sask.). Reports from the Forum workshops and the Regional concurrent seminars. Halifax, N.S: Institute for Research on Public Policy, 1987.

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Book chapters on the topic "Workshops (Seminars)"

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Green, Andrew. "Seminars and workshops." In Starting an English Literature Degree, 68–89. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_4.

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de Grave, Willem, Anneke Zanting, Désirée D. Mansvelder-Longayroux, and Willemina M. Molenaar. "Workshops and Seminars: Enhancing Effectiveness." In Faculty Development in the Health Professions, 181–95. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7612-8_9.

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Becker, Lucinda. "Seminars, Study Workshops and Tutorials." In The Mature Student’s Handbook, 1–5. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36498-1_1.

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Wallwork, Adrian. "Participating in Lectures, Tutorials, Meetings, Workshops, and Seminars." In English for Interacting on Campus, 69–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28734-8_5.

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Dalal, Ayham. "Lessons Learned from Refugee Camps: From Fetishizing Design to Researching, Drawing, and Co-Producing." In Migration, Displacement, and Higher Education, 139–50. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_11.

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AbstractThis chapter explores cases when a design-oriented approach can be harmful, especially if it shifts the attention from refugees’ needs and complex realities toward producing “successful” and “innovative” solutions as determined by the expectations of the field of architecture. To illustrate this point, the author discusses examples from workshops and seminars tackling urban and spatial issues regarding refugees. As a successful model and counterpoint, the chapter demonstrates how a successful process includes the active involvement of refugees and a collaborative approach toward fulfilling their needs. Additionally, the chapter illustrates how a research-oriented approach to architectural design can powerfully raise awareness about the complex spatial realities that refugees face in exile, citing examples from studios and design workshops conducted in refugee camps in Jordan and Berlin. Finally, the chapter underscores the last point, by giving further examples from a seminar taught to students in the Urban Studies program at Vassar College.
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Helbich, Bernd. "Seminare und Workshops zum Netzwerkmanagement." In Netzwerkmanagement, 315–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19333-0_28.

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Busse, Johannes, and Detlev Krause. "Workshop-Seminare mit CSCW-Unterstützung." In Vernetztes Lernen mit digitalen Medien, 259. Heidelberg: Physica-Verlag HD, 2000. http://dx.doi.org/10.1007/978-3-642-57673-7_19.

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Bender, Jutta. "Seminare und Workshops in der Trauerbegleitung." In Praxisbuch Trauerbegleitung, 71–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59100-0_4.

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Strobach, Susanne. "Türen, Schuhe und Stühle. Die Nutzung von Bildkarten in Workshops und Seminaren." In Heldinnen, Ufos und Straßenschuhe, 62–67. Göttingen: Vandenhoeck & Ruprecht, 2019. http://dx.doi.org/10.13109/9783666404955.62.

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Develotte, Christine. "A Telepresence Research Set-up in a Doctoral Seminar: the “Digital Presences” Workshop." In Telepresence in Training, 179–200. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119571988.ch9.

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Conference papers on the topic "Workshops (Seminars)"

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"Workshops and Seminars Author Index." In 2011 12th IEEE International Conference on Mobile Data Management (MDM). IEEE, 2011. http://dx.doi.org/10.1109/mdm.2011.98.

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Stahl, Gerry, and Paul Kirschner. "Introduction to CSCL 2009 workshops, tutorials and seminars." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599572.

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Benaya, Tamar, Maya Herman, Daphna Shahak, and Ela Zur. "Individual and group seminars and workshops in the computer science curriculum." In the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822107.

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Sweeney, Simon. "Adapting conventional delivery to cope with large cohorts: turning seminars into workshops and changing assessment." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9505.

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Teaching a popular postgraduate political economy module to around 50 international business and environment students (mainly Chinese) had always gone well. Delivery consisted of lectures and seminars with assessment via a 3,000-word essay. But with a three times larger cohort in 2017 things went wrong. The response from the teaching team was twofold. First to replace seminars with team-taught 2-hour workshops, to provide fewer targeted readings accompanied by specific questions for groups to answer, plus a redesign of the assessment, introducing a shorter more issue-specific approach based on short (500-word) answers to five questions chosen from ten, all tied to module learning outcomes and content. How did all this go? The paper highlights problems with the traditional approach and offers an initial evaluation of the changes introduced in 2018. Ultimately the paper addresses the strengths and weaknesses of the before and after and relates this to the changing demands placed on tutors charged with teaching large cohorts in a department going through rapid expansion. The case highlights the critical balance between volume and quality and asks difficult questions about the student experience and how universities respond to an increasingly marketized higher education sector.
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Gruber-Muecke, Tina. "HOW CAN TRADITIONAL CONTINUING EDUCATION ACTIVITIES LIKE CONFERENCES, WORKSHOPS, SEMINARS, AND OTHER ENHANCE ONLINE TEACHERPRENEURSHIP?" In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1299.

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6

Sharples, John, Brian Tomkins, Peter Flewitt, Stephen Garwood, and Brian Daniels. "Overview of Recent Activities Undertaken by the UK Forum for Engineering Structural Integrity (FESI)." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84681.

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The United Kingdom (UK) Forum for Engineering Structural Integrity (FESI) is the membership organisation for engineering structural integrity (ESI) in the UK. This paper provides an overview of FESI in terms of summarising its recent activities with particular regard to conferences, workshops/seminars, training courses, and the strengthening of links and ties to other organisational bodies associated with elements of ESI. A commentary is included on how some of these activities relate to codes and standards to meet future demands of existing and future plants for extended periods of operation.
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Calopareanu, Gheorghe. "E-LEARNING AND IMMERSIVE LEARNING IN MILITARY EDUCATION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-070.

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Two simulation systems are used, the Minerva and Hydra. Both systems recreate live incidents or major crime investigations such as train de-railments, plane crashes, riots, armed sieges, etc. Through the use of video, audio, photos, operational radio traffic, telephone, maps, intelligence, documentation, background noise, choice of problems and the sequencing and timing of simulation, we are able to recreate such incidents in a vivid and realistic way. We have immersive simulation suites at Bramshill, Wyboston, Ryton, Harperley Hall and Hendon where exercises are delivered as part of traditional training programmes, although most are capable of independent delivery. Bespoke simulation exercises can be developed by modifying an existing programme or designing a completely original solution. In addition, we support the Police National Hydra/Minerva User Group by hosting seminars, workshops and meetings. Her Majesty's Inspectorate of Constabulary has consistently cited the Minerva and Hydra simulation training as examples of good practice. Immersive learning is developed, maintained and delivered by NPIA and the Metropolitan Police Service through their partnership. Two simulation systems are used, the Minerva and Hydra. Both systems recreate live incidents or major crime investigations such as train de-railments, plane crashes, riots, armed sieges, etc. Through the use of video, audio, photos, operational radio traffic, telephone, maps, intelligence, documentation, background noise, choice of problems and the sequencing and timing of simulation, we are able to recreate such incidents in a vivid and realistic way. We have immersive simulation suites at Bramshill, Wyboston, Ryton, Harperley Hall and Hendon where exercises are delivered as part of traditional training programmes, although most are capable of independent delivery. Bespoke simulation exercises can be developed by modifying an existing programme or designing a completely original solution. In addition, we support the Police National Hydra/Minerva User Group by hosting seminars, workshops and meetings. Her Majesty's Inspectorate of Constabulary has consistently cited the Minerva and Hydra simulation training as examples of good practice. Immersive learning is developed, maintained and delivered by NPIA and the Metropolitan Police Service through their partnership. Two simulation systems are used, the Minerva and Hydra. Both systems recreate live incidents or major crime investigations such as train de-railments, plane crashes, riots, armed sieges, etc. Through the use of video, audio, photos, operational radio traffic, telephone, maps, intelligence, documentation, background noise, choice of problems and the sequencing and timing of simulation, we are able to recreate such incidents in a vivid and realistic way. We have immersive simulation suites at Bramshill, Wyboston, Ryton, Harperley Hall and Hendon where exercises are delivered as part of traditional training programmes, although most are capable of independent delivery. Bespoke simulation exercises can be developed by modifying an existing programme or designing a completely original solution. In addition, we support the Police National Hydra/Minerva User Group by hosting seminars, workshops and meetings. Her Majesty's Inspectorate of Constabulary has consistently cited the Minerva and Hydra simulation training as examples of good practice. Immersive learning is developed, maintained and delivered by NPIA and the Metropolitan Police Service through their partnership. Two simulation systems are used, the Minerva and Hydra. Both systems recreate live incidents or major crime investigations such as train de-railments, plane crashes, riots, armed sieges, etc. Through the use of video, audio, photos, operational radio traffic, telephone, maps, intelligence, documentation, background noise, choice of problems and the sequencing and timing of simulation, we are able to recreate such incidents in a vivid and realistic way. We have immersive simulation suites at Bramshill, Wyboston, Ryton, Harperley Hall and Hendon where exercises are delivered as part of traditional training programmes, although most are capable of independent delivery. Bespoke simulation exercises can be developed by modifying an existing programme or designing a completely original solution. In addition, we support the Police National Hydra/Minerva User Group by hosting seminars, workshops and meetings. Her Majesty's Inspectorate of Constabulary has consistently cited the Minerva and Hydra simulation training as examples of good practice. Immersive learning is developed, maintained and delivered by NPIA and the Metropolitan Police Service through their partnership.
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Glencross, Michael, and Andile Mji. "The role of a research resource centre in the training of social science researchers." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00306.

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At the University of Transkei teaching and research are considered to be two sides of the same coin. Research is thus regarded as a fundamental and indispensable activity. With the University facing the challenge of becoming competitive within the new structure of higher education in South Africa, a strategic plan for research in the Humanities and Social Sciences has resulted in a flexible blueprint for research development. The Research Resource Centre supports this initiative by facilitating research capacity development and research excellence within the University. This paper discusses the role of the Research Resource Centre in the provision of research training for social science researchers and provides details of the various workshops and seminars used to develop skills in the use of statistics and computer-based statistical packages.
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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedback, this paper describes the attributes of a successful program, and examines qualitative and quantitative assessments of the influence of summer residential undergraduate research experiences on the decision to pursue graduate study. Results indicate that students’ confidence in succeeding at graduate study and in conducting independent research increased significantly when provided with a well-advised research project, set in a learning based research environment, with a strong social community, and supplemented with seminars and workshops. The likelihood of a student pursuing a graduate degree increased slightly for an MS and significantly for a PhD. Students state that their REU experience was pivotal in their decision to attend graduate school.
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Emasealu, Helen, and Susan Nnadozie Umeozor. "Training Librarians for 21st Century Repository Services: Emerging Trends." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3430.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The paper reviewed the emerging roles of the 21st century librarians, charged with the responsibility to manage repository services across libraries in present-day information technology environment. Librarians need to be trained and empowered with requisite skills and knowledge needed for successful management of the ICT driven repository initiatives that the 21st century demands. Literature was reviewed on the roles and responsibilities of librarians, training needs and opportunities, career path and recruitment of librarians, and community support necessary for effective and efficient implementation and management of repository initiatives. This entails the ability to comprehend trends and change patterns which are essential for providing research focused and user-friendly models in open repository services that are based on thorough analytical understanding of the challenges of emerging trends. To achieve this requires the training and retraining of librarians to reposition them as information specialists in their career path. The role of the library as an integral part of its social environment is to educate the community about the existence of an open repository by building partnership with community-oriented research centres through seminars, workshops, symposium, training, and awareness programmes. The study recommends that librarians should strategize and collaborate with researchers to make open repository an essential research tool.
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Reports on the topic "Workshops (Seminars)"

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Communications needs assessment: India. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1015.

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“Needs assessment” refers to the process of assessing needs—of services, products, or information. The objectives of this communications needs assessment report are to identify policymakers and program managers’ specific information needs; to refine project audience segments according to information needs; and to assess current ANE OR/TA dissemination activities in India. Currently the ANE OR/TA Project is using many conventional and some innovative channels to reach a diverse audience, including: research summaries, final reports, policy briefs, working papers, personal communication with decisionmakers, workshops and seminars, OR home page on the Internet, and local and national media. To assess the information needs of policymakers and program managers in-depth interviews were conducted, complemented by participant observation at workshops in Lucknow, Agra, Baroda, and New Delhi. Content analysis was applied to identify major themes and sort issues within themes. This needs assessment also underlines the need to understand the policy process and the process of change. It would also be useful to teach researchers about policy constraints and the realities of the policymaker’s world and keep them knowledgeable about changes in the policy arena that may affect research utilization.
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Male involvement in family planning: A challenge for the national programme workshop. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1009.

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The Bangladesh family planning (FP) program has achieved success in reducing fertility during the past decades, but male involvement is lagging behind. A two-day seminar on "Male Involvement in Family Planning: A Challenge for the National Programme" was held in Dhaka June 25–26, 1996. The objectives were to review research findings on methods currently used, determine male involvement policy and strategy, and formulate an action plan including IEC, counseling, and programmatic interventions. Speakers emphasized the need for more male involvement in FP and the prevailing misconceptions about male contraception that should be addressed with IEC programs. Participants felt that to increase male participation in FP there should be action to marginalize sociocultural constraints, ensure that service facilities cater to male needs, arrange service-provider training, undertake innovative research, and extend coverage of male issues in IEC activities. Summary recommendations are noted in this report.
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