The phrase "a section of the workshop" is correct and usable in written English.
It can be used when referring to a specific part or segment of a workshop, often in the context of discussing topics, activities, or areas of focus within that workshop.
Example: "During a section of the workshop, we will cover the importance of teamwork in project management."
Alternatives: "a part of the workshop" or "a segment of the workshop".
The showroom and part of the workshop are in a section of the store's former location on Main Street, but the office staff and computers are across the street.
It upheld a complaint from the retailer about the veracity of a section of the documentary showing children supposedly working on Primark garments in a Bangalore workshop.
The specificity, that is, the ability of the facilitators to correctly identify when a section of a workshop did not occur according to the observed adherence, was 30%95%5% CI 11 to 60).
Facilitators accurately reported the delivery of a section of a workshop, but did not accurately report its non-delivery.
The sensitivity of self-reported adherence, that is, facilitators correctly identifying when a section of a workshop did occur according to the 'gold standard' of observed adherence, was 95%95%5% CI 88 to 98).
The last section of the workshop focused on a discussion of potential national collaborations for pursuing defined research clusters and a national prioritization of research questions in relation to Option B+.
Meanwhile, it is quite lively in the Centre - as explained by facilitators Evelina and Merima - the older group is putting up a show for children who are playing in another section of the workshop.
The guidelines for the result dissemination workshops were used without significant adaptation, although the time allocation to each section of the workshop was often reduced and the method of interaction varied as a result (Table 3).
In the third section of the workshop, the coach will discuss with teachers good and poor practice when conducting the intervention, in terms of how to maximize students' physical activity within the 15-minute rope skipping activity period.
In the fourth section of the workshop, the lead author and the rope skipping coach will lead discussions about potential challenges teachers may face when conducting the intervention, and ways to overcome these obstacles.
