In Australia, the inception of veterinary technology, as a higher education discipline underpinning an emerging, mid-tier paraveterinary field, reflected global trends for more highly educated veterinary paraprofessionals to meet changing societal demands. In this study, veterinary technology graduates were surveyed about their experiences in the workforce and reflections on their education. Seeking feedback on how well a new programme has prepared graduates for the workforce is a useful quality assurance tool. Clinical veterinary practice was the primary employment sector with the majority of respondents in full-time employment. Career advancement, professional recognition and salaries were identified as key career challenges. The important roles of the veterinary and veterinary nursing professions, the university, government and graduates in the development of this mid-tier, veterinary paraprofession were elucidated. Graduates’ feedback on criteria that underpinned ‘work-readiness’ revealed seven key domains: communication skills, research skills, knowledge, critical thinking/problem-solving, employability, practical skills and professionalism. Veterinary nursing skills, work placement, practice management and production animal health were flagged as areas for curricular improvement. This study illuminated facilitators and barriers critical to establishing a mid-tier veterinary paraprofession, bridging the divide between the vocational and higher education sectors in Australia.
Abbreviations: AUD: Australian dollar; AVA: Australian Veterinary Association; AVBC: Australasian Veterinary Boards Council; AVMA: American Veterinary Medical Association; BVNA: British Veterinary Nursing Association; CSU: Charles Sturt University; DAF: Department of Agriculture and Fisheries; FWC: Fair Work Commission; GCA: Graduate Careers Australia; HE: Higher Education; NHMRC: National Health and Medical Research Council; QLD: Queensland; RCVS: Royal College of Veterinary Surgeons; UK: United Kingdom; UQ: University of Queensland; VN: Veterinary nursing; VNCA: Veterinary Nurses Council of Australia; VSB: Veterinary Surgeons Board; VT: Veterinary technology; WIL: Work-integrated learning. 相似文献
This paper analyzes organizations’ attempts to entice external contributors to submit suggestions for future organizational action. While earlier work has elaborated on the advantages of leveraging the knowledge of external contributors, our findings show that organizational attempts to attract such involvement are likely to wither and die. We develop arguments about what increases the likelihood of getting suggestions from externals in the future, namely through (1) proactive attention (submitting internally developed suggestions to externals to stimulate debate) and (2) reactive attention (paying attention to suggestions from externals to signal they are being listened to), particularly when those suggestions are submitted by newcomers. Findings from an analysis of about 24,000 initiatives by organizations to involve external contributors suggest these actions are crucial for receiving suggestions from external contributors. Our results are contingent upon the stage of the initiative because organizations’ actions exert more influence in initiatives that lack a history of prior suggestions. Our work has implications for scholars of open innovation because it highlights the importance of considering failures as well successes: focusing exclusively on initiatives that reach a certain stage can lead to partial or erroneous conclusions about why some organizations engage external contributors while others fail. 相似文献
A new set of standards to guide professional development in assessment among student affairs professionals and faculty members is poised to revolutionize how educators learn to conduct this essential work. 相似文献
This essay aims to shed new light on the relations between physiology and psychology in the late nineteenth and early twentieth centuries by focusing on the use of unicellular organisms as research objects during that period. Within the frameworks of evolutionism and monism advocated by Ernst Haeckel, protozoa were perceived as objects situated at the borders between organism and cell and individual and society. Scholars such as Max Verworn, Alfred Binet, and Herbert Spencer Jennings were provoked by these organisms to undertake experimental investigations situated between general physiology and psychology that differed from the physiological psychology advocated by Wilhelm Wundt. Some of these investigations sought to locate psychological properties in the molecular structure of protoplasm; others stressed the existence of organic and psychological individuality in protozoa. In the following decades, leading philosophers such as Friedrich Nietzsche, Charles Sanders Peirce, and Henri Bergson, as well as psychological researchers like Sigmund Freud, integrated the results of these investigations into their reflections on such problems as the nature of the will, the structure of the ego, and the holistic nature of the reactions of organisms to their environment. 相似文献
A perturbation paradigm was employed to assess 3- and 6-month-old infants' and their mothers' sensitivity to a 3-s temporal delay implemented in an ongoing televised interaction. At both ages, the temporal delay affected infant but not maternal behavior and only when implementing the temporal delay in maternal (Experiment 1, N=64) but not infant (Experiment 2, N=60) behavior. In addition, the experimental manipulation influenced promptness of maternal smiling responses reliably more than promptness of infant smiling responses. The findings suggest that the timing of maternal behavior plays an important role in infants' perception of maternal responsiveness, whereas mothers seem to monitor general aspects of infant behavior such as overall level of engagement. 相似文献
Teacher education programs are being encouraged to collaborate with K‐12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question “How does the classroom and school context of the field experience influence what prospective teachers learned in the methods courses?” This study examines the way two different cohorts of prospective elementary teachers who learned to teach in two different contexts define their own social studies pedagogical content knowledge. The students' espoused philosophies of education offer insight into how different models of integrated field experiences may impact on their beliefs about social studies teaching. Through this study we raise questions that should be considered in constructing methods courses linked to field experiences and suggest Bronfenbrenner's model as a tool for looking at these contextual influences. 相似文献
Zusammenfassung Angesichts der staatlichen Klimaschutzziele stellt sich die Frage, wie diese mit m?glichst geringer Beeintr?chtigung einer
sicheren Versorgung zu günstigen Preisen erreichbar sind. Erdgas, das im Vergleich zu anderen fossilen Energietr?gern deutlich
kohlenstoff?rmer ist und darüber hinaus bei der Verbrennung auch keine weiteren Schadstoffe emittiert, kann hier einen Beitrag
leisten. Gegenw?rtig hat Erdgas für die Versorgung mit W?rme sowie bei der Erzeugung von Strom eine erhebliche Bedeutung,
die zukünftig weiter wachsen wird. Anhand verschiedener Szenarien werden Prognosen zur weiteren Entwicklung von Erdgas und
die Auswirkungen auf die CO2-Emissionen angestellt. Es zeigt sich, dass der Anteil von Erdgas im Bereich der W?rmeversorgung von 46 % auf 56 % steigen
wird. Durch ?nderung des Energiemix und Effizienzsteigerungen kann der CO2-Aussto? für Raumw?rme daher bis 2020 um 8,3 % gesenkt werden. Für die Stromerzeugung werden alternative Szenarien berechnet.
Beim derzeitigen Energiemix k?me es zu einer j?hrlichen Steigerung des CO2-Aussto?es um 0,8 %. Würde Kohle komplett durch Gas ersetzt, k?nnte der CO2-Aussto? j?hrlich um 1,9 % gesenkt werden.
Given the governmental climate targets, the question arises how these targets can be achieved without affecting a secure and
cheap energy supply. As natural gas causes less carbon emissions than any other fossil fuel it might be able to make a contribution
in this regard.
Currently, in the generation of heat and power natural gas plays a significant role, which will further increase in the future.
Using several scenarios, we predict the development of the importance of natural gas and the consequences for carbon emissions.
The calculations show that the share of natural gas for the supply of heat will increase from 46 % to 56 %. Efficiency increases
together with changes in the structure of power generation can reduce heating-related carbon emissions by 8.3 % until 2020.
For power generation, we calculate alternative scenarios. If the current structure of power generation is held constant, carbon
emissions will increase by 0.8 % p.a. If instead natural gas completely replaces coal and lignite, the carbon emissions will
be reduced by 1.9 % per year.
Dieser Beitrag ist eine Kurzfassung der Studie „Wirtschaftsfaktor Erdgasbranche“, HWWI Policy Paper 1–3, Hamburg 相似文献
Parental psychopathology can affect child functioning, and vice versa. We examined bidirectional associations between parent and offspring psychopathology in 5,536 children and their parents. We asked three questions: (a) are parent-to-child associations stronger than child-to-parent associations? (b) are mother-to-child associations stronger than father-to-child associations? and (c) do within- and between-person effects contribute to bidirectional associations between parent and offspring psychopathology? Our findings suggest that only within-rater bidirectional associations of parent and offspring psychopathology can be consistently detected, with no difference between mothers and fathers. Child psychopathology was hardly associated with parental psychopathology. No evidence for cross-rater child-to-parent associations was found suggesting that the within-rater child-to-parent associations reflect shared method variance. Moreover, within-person change accounted for a part of the variance observed. 相似文献
Prior to the commencement of the 1994 academic year, University of Auckland students who had failed one‐half or more of their papers in the previous year were invited to attend a four‐day intensive learning skills course conducted by the Student Learning Centre of the University. The course covered various topics such as effective time management and study organisation, preparing for and taking tests and exams, memory and concentration, and writing skills. A total of 74 students attended the course. After final examinations, the results of these students were analysed. As a group these students significantly improved on their previous year's pass rates. Furthermore, their pass rates were significantly better than those of a randomly selected group of students who were in a similar situation with regard to their previous year's academic performance, but who did not attend the course. 相似文献