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The organizational experience in building up the Danish Meat Research Institute from an initial staff of about 25 in 1954 to a total staff of well over 200 is described. Initially, no formal organization existed nor would have been acceptable to the staff. Gradually, however, departments were formed, some related to disciplines and some to subjects. Soon thereafter, specialized staff groups were also formed, e.g., operations, documentation, publications, statistics, sensory evaluation, personnel. Various experiments were made with the introduction of general staff; only one such position, that of research secretary, survived.Early in the institute's history task forces were formed where crash subjects were to be tackled. These were highly successful while operating, but when they succeeded difficulties arose because of the necessity for breaking up what had been a happy working relationship. Later, when the formal organization was well-defined, task forces were continually used and highly useful. Members were seconded from their position in the formal organization and could return to that position when the task was done.A specific need was felt quite early for a system of communication between departments. Subject discussion groups were formed, but failed. Later, in order to cement the institute's relation to industry, industry technical boards were formed to whom the program of work of the institute was presented. Then interdepartmental subject discussion meetings were highly successful, since they conceived as their purpose the preparation of a program and a report on past performance on a specific subject for a particular technical board. 相似文献
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For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to ‘real world’ needs, there is a surprising lack of research to inform research curriculum development at this level. If we take the position that the PhD is still the best way to prepare for academic work, what skills and attributes should we help graduates develop for this destination? This article analyses a set of academic job advertisements and asks: What do academic employers really want from the PhD now? 相似文献
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Eighty-one newly appointed university teachers at the University of Copenhagen were interviewed about their concerns in connection with their forthcoming class-room début. It appeared that most of them had some previous teaching experience. Only one out of four had never taught before. Primary among their concerns ranked problems with their personal subject matter adequacy and with organizing and verbally presenting subject matter in an adequate form. A comparison of their chief concerns with the content components that are most frequently included in education courses for University staff, suggests that some of the latter have little relevance for specifically beginner teachers. A particular analysis of inexperienced new teachers relative to those with ample previous experience unequivocally supports the assumption that inexperienced new teachers are primarily ego-centered in their concerns whilst their more experienced colleagues are primarily teaching- or student-centered in their concerns about teaching. The implications for the design of training programmes for university staff are discussed. 相似文献
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Inger Wistedt 《European Journal of Psychology of Education - EJPE》1994,9(2):139-147
In recent years, proposals have been made to build mathematics teaching more closely on children's informal knowledge, i.e. on concepts and strategies formed in natural, everday settings. The article focuses on questions concerning this trend, more specifically on issues concerning how and in what sense children benefit from everyday common sense knowledge when they learn mathematics at school. Three empirical examples, collected within a field-based research project at the intermediate children, when using their everyday life experience, sometimes fail to make mathematical sense of a given task. Two factors which complicate the creation of links between common sense and mathematics are discussed: one that deals with the problem of using everyday life experience as a basis for abstracting mathematical ideas, and one which concerns the pupil's abilities to interpret an assigned task in a mathematically relevant way. 相似文献