natgillin/translations-raw huggingface dataset:
"Hvis man er hurtig, så er man en god støbemester ... nej ... man skal (f. eks.) passe på, at kalken smelter, og at det ildfaste foer ikke beskadiges".
"If you are quick then you are a good foundryman ... no ... you should take care (for example) that the lime melts and that the refractory is not damaged".
En anden slags uddannelse, der er baseret på integration af den viden, der nu formelt er fordelt mellem folk, der udfører forskellige job, forlanges derfor bevidst af ovnarbejdere:
A different kind of training based on integration of the knowledge now formally divided between men doing different jobs is therefore consciously demanded by furnace workers:
Gruppen anmoder således om at blive givet den information om "forbrug", der i øjeblikket gives til ovnformanden; dette understreger behovet for at afskaffe rolleinddelingen (arbejdere og funktionærer) i uddannelse, så resultaterne, der opnås af et givet produktionsmønster, vil blive bedre forstået:
Thus, the teams ask to be given the information on "consumption" which is at present given to the head furnaceman; this emphasizes the need to do away with the division of roles (white-collar workers and operatives) in training so that the results achieved by a given pattern of production will be better understood:
"Ledelsen burde afholde et kursus, der giver information om forbrugstal".
"The management should run a course giving information on consumption figures".
En støbemester: "Med hensyn til kulstoffet gør jeg det hele efter øjemål.
"A foundryman : "For the carbon I do everything by eye.
Uden at afvente prøven sætter jeg oxygen på og uddrager slaggen; vi fortsætter bare uden at bekymre os, og dette går altid godt.
Without waiting for the sample, I run in the oxygen and draw off the slag; we just go ahead without worrying and this always works.
Hvis man afventer prøven, tabes der 20 minutter med prøven.
If you wait for the sample, 20 minutes are lost
Men hvis man fortsætter, bruges mindre el-kraft, og ovnen slides mindre; dette hjælper selskabet, ikke mig".
45 on the test. But if you go ahead, you use less power and there is less wear on the furnace; this helps the company, not me".
"Der er en forskel mellem en faglært gruppe og én, der ikke er faglært - Terni tjener 7-8% på en gruppe, der ved hvad den gør".
"There is a difference between a skilled team and one that isn't skilled : Terni makes 7-8% on a team that knows what it is doing".
c) Uddannelse er vedvarende, fordi processen er uforudseelig og uvis
c) Training is continuous because the process is unforeseeable and uncertain
Kritisk gennemgang af udstøbningsprotokollen bekræfter tydeligt, hvad hver eneste arbejder siger: "Hver eneste udstøbning er anderledes", "der er så mange ting, som vi ikke kender årsagen til".
Scrutiny of the pouring schedule clearly confirms what every worker says : "every pouring is different", "there are so many things we don't know the reason for".
Ovnens tilstand (der hyppigt påvirker al elektrisk ledning, der igen påvirker hele den kemiske omdannelsesproces), den uundgåelige uvished om den kemiske og fysiske sammensætning af det tilførte skrot, arbejds­ tiderne, der er planlagt af planlægningsafdelingen og selve processens iboende uvisheder ændrer alle tilsammen smeltnings- og udstøbningsforholdene fra operation til operation.
The state of the furnace (which frequently affects all electrical conduction which in turn affects the whole chemical conversion process), the un­avoidable uncertainty of the chemical and physical composition of the scrap fed in, the working times scheduled by the Programming Section and the inherent uncertainties of the actual process all combine to change smelting and pouring conditions from operation to operation.
Som udtrykt af en metallurgisk lagttager ... "matematik har intet med smeltning at gøre; det hele styres af ubestemmelige faktorer".
In the words of one Metallurgical Observer ... "mathematics have nothing to do with smelting; everything is governed by imponderable factors".
Gruppen: "NORMEN OPFYLDES ALTID På FORSKELLIGE MADER".
The team : "THE STANDARD IS ALWAYS REACHED IN A DIFFERENT WAY" .
"Der er altid noget at lære og opdage; der sker ting, som ikke kan forklares; der er f. eks. en "vilkårlig" del af enhver ovn: Én del af ovnen udslides hurtigere end resten, uanset hvad vi gør for at reparere den; dette sker igen og igen".
"There is always something to learn and to discover; things happen which can't be explained; for example, there's a "wild" part in every furnace : one part of the furnace wears out more than the rest whatever we do to repair it", this happens time and time again".
"Der er så mange uforklarlige ting ...f. eks. sker det ret tit, at badet kommer i ligevægt, men fortsætter med at oxydere, og selv metallurgerne ved ikke hvorfor ..."
"There are so many unaccountable things ... for example ... the bath so often settles down but is still oxidising and even the metallurgists don't know why ..."
"Stål har en historie, som alle burde lære", sagde en støbemester.
"Steel has a history which everyone should learn" said one foundryman.
"Så mange støbemestre er interesserede og laver om på historien i praksis, enten de klarer sig godt eller dårligt".
46 practice whether they do well or badly".
"Støbning har en historie; jeg går selv og ser på analyserne af tidligere støbninger ..."
"Castings have a history; I myself go and look at the analyses of previous castings ..."
Vi fandt derfor, at hver eneste støbemester og arbejder var klar over både sine egne evner og erfaring og somme tider over sin egen uddannelses utilstrækkelighed.
We found therefore that every foundryman and every workman was aware both of his own abilities and experience and sometimes of the inadequacy of his own training.
En meget erfaren støbemester blev adspurgt, hvorvidt han mente, at han var blevet forsvarligt uddannet for sit job: "Jeg klarer mig ret godt i praksis, men støbning er et vanskeligt job".
One very experienced foundryman was asked whether he felt that he had been properly trained for his job: "I manage fairly well in practice but casting is a difficult job".
d) Det ville hjælpe vedligeholdelsespersonalet, hvis støbemestre vidste mere om deres anlæg
d) Greater knowledge of their plant by furnacemen would help the work of maintenance staff
En anden årsag til at forlange en anden slags uddannelse blev fremhævet af arbejderne, når de kritiserede fordelingen af viden mellem de forskel­lige funktioner inden for selskabet; i dette tilfælde mellem produktionspersonalet og vedligeholdelsespersonalet.
Another reason for demanding a different kind of training was stressed by the workmen when they criticised the division of knowledge between the different functions within the company; in this case, between production staff and maintenance staff.
Under markundersøgelsen diskuterede vi med en vedligeholdelsesarbejder de vanskeligheder, som man somme tider kommer ud for ved fejlsøgning i anlægget (diagnose) og den deraf følgende "spild af tid", der ofte giver anledning til strid og argumenter med ovnarbejderne.
In the course of the field survey, we discussed with one maintenance man the difficulties sometimes encountered in finding faults in the plant (diagnosis) and the consequent "loss of time" which often gives rise to friction and arguments with the furnacemen.
Vi spurgte, om gruppen deltog i fejlsøgningen.
We asked if the team took part in the search for faults.
Vedligeholdelsesarbejder: "De gør det somme tider .... men dette går ikke med elektriske fejl .... hvis de imidlertid beskriver nøjagtigt, hvad der skete, og de opståede problem, hjælper det os med at finde fejlen".
"sometimes they do .... but this does not work with an electrical fault ... however, if they describe exactly what happened and the problem created this helps us to trace the fault".
En støbemester sagde, at ovnarbejdere er klare over dette behov:
One foundryman said that furnacemen are aware of this need :
"Man skal være der, når anlægget opstilles; når en del så går i stykker, ved man hvad den er til, og man vil vide, hvad skaden er ....
"You need to be there when the plant is set up; then when a part breaks you know what it is for and you will know what the damage is ....
Førhen med de gamle ovne kendte jeg anlægget lige så godt som montøren og vedligeholdelsesarbejderne, og jeg kunne fortælle dem, hvor fejlen lå.
At one time, with the old furnaces, I knew the plant as well as the fitter and the maintenance man and could tell them where the fault was.
Selv i dag er dette endnu sandt i mange tilfælde, fordi man kommer til at kende anlægget med erfaring ...."
Even today this is still true in many cases because you get to know the plant by experience ...."
Efter mange års arbejde og erfaring indhøstet fra dag til dag kommer ovnarbejdere til at vide og forstå, hvordan anlægget fungerer, men det,
After years of work and experience accumulated from day to day, furnacemen end up by knowing and understanding how the plant works, but what they ask is that they should be included in a process of learning about the plant, which as one workman said, will enable them to understand "if something is wrong even before the breakdown happens".
INDBYRDES MODSTRIDENDE EKSISTENS AF FAKTISK PRODUKTIONSPROCESSER OG FORMIDLING
CONTRADICTORY EXISTENCE OF ACTUAL PRODUCTION PROCESSES AND DISSEMINATION OF KNOWLEDGE
Vore diskussioner med arbejdere, teknikere og chefer angående deres problemer lader omridset af en ny slags uddannelse formode.
Our discussions with workmen, technicians and chiefs concerning their problems suggest the lines of a new kind of training.
Uddannelse og rangstruktur
Training and hierarchical structure
Incitamentet til at modtage uddannelse og derfor at tage interesse i "det der sker i ovnen", afhænger også af gruppens indre rangstruktur; som en af folkene sagde: "Vi føler og ved ting allesammen, men det er altid støbemesteren, der bestemmer eller ønsker at bestemme ..."
The incentive to have training and therefore to take an interest in "what happens in the furnace" also depends on the internal hierarchy of the team; as one man said "we all feel and know things but it is always the foundryman who decides or wants to decide ..."
Ovnformand: "Nogle ovnformænd har gamle vaner og stiller sig uden for deres gruppe; de bestemmer alt' .
Head furnaceman : "Some head furnacemen have old habits and stand apart from their teams : they decide everything".
Nogle ovnformænd har gamle vaner og stiller sig uden for deres grupper. De bestemmer alt ...
Some head furnacemen have old habits and stand apart from their teams.
Men hvis gruppen "kører"' uden ovnformanden og i særlige tilfælde uden støbemes­teren, er kvaliteten bedre; venter vi imidlertid, indtil ovnformanden fortæller os alt, kommer vi ingen vegne.
But if the team "runs" without a head furnaceman and in the extreme case without a foundryman, quality is better; but if we wait until the head furnaceman tells us everything we don't get there.
Ovnformanden kan ikke altid være der, han er nødt til at delegere."
The head furnaceman can't always be there, he is forced to delegate".
Dette afslører klart modsætningsforholdet mellem en formel tildeling af ansvar, baseret på rangmæssig myndighed, og behovet for produktivt arbejde, baseret på samarbejde.
This clearly reveals the contradiction between a formal allocation of responsibility based on hierarchical authority and the need for productive work based on cooperation.
Den formelle kommandostruktur giver forrang til "rangmæssig myndighed", bemyndiger dem med en sådan myndighed til at give ordrer, til at være det eneste fond af viden, til at træffe beslut­ninger og til at tildele et bestemt job til hver enkelt arbejder i en gruppe, der formelt er sammensat af tre "ufaglærte folk " og en "sjak­formand" .
The formal structure of command gives "hierarchical authority", empowers those with such authority to give orders, to be the sole repository of knowledge, to take decisions, and to allocate a particular job to each worker within a team formally made up of three "unskilled men" and one "chargehand".
I et hvilket som helst arbejdsmønster, der er baseret på samarbejde, er det den "professionelle dygtigheds" myndighed, der har forrang i en produktionsgruppe.
In any pattern of work based on cooperation, it is the authority of "professional skill" which counts in a production team.
"Myndigheden" af a) den dygtigere person, b) den person der hjælper de andre med at samarbejde for at opnå det Ønskede resultat, fordi han har en fyldigere forståelse af jobbets sociale karakter, c)
The "authority" i) of the person who is more capable, b) of the person who helps the others, is to cooperate in working to achieve the required result because
45 den person,der har det tekniske ansvar for processen, og d) den person, der kan lære "fagets kunster" fra sig.
49 he more fully understands the social character of the job, c) of the person who is in technical charge of the process and d) of the person who can teach the "tricks of the trade".
Modsætningsforholdet giver sig til kende og forståes, omend ikke klart, når det, der anses for et berettiget sæt roller, som skelnes mellem efter færdigheder og byrden af formelt "ansvar" til andre inden for et socialt job og en fælles produktionsrolle, bliver indviklet i et sæt roller (en rangordnet, lagdelt organisation), inden for hvilket "myndighed baseret på faglig dygtighed" bliver "professionel jalousi", "ansvar til over­ordnede" bliver "delegeret magt", "større evne" blive "ikke at sige noget", "intern, samordnende myndighed" bliver rangmæssig myndighed", "ydre forbin­delser" bliver "informationsmonopol", "social myndighed" bliver "financiei kontrol" og det allervigtigste, "erfaring eller uddannelse" bliver et middel til blokering af andres fremgang og til opretholdelse af den eksisterende sociale lagdeling.
The contradiction appears and is appreciated, although not clearly, when what is regarded as a legitimate, functional set of roles, differentiated according to skills and the burden of formal "responsibility" to others within a social job and a shared production role, becomes entangled with a set of roles (a hierarchical, stratified organisation) within which "authority based on skill" becomes "professional jealousy", "responsibility to superiors" becomes "delegated power", "greater ability" becomes "saying nothing", "internal co-ordinating authority" becomes "hierarchical authority", "outside contacts" become "a monopoly of information", "social authority" becomes "fiscal control" and most important of all "experience or training" becomes a means of blocking the advancement of others and of maintaining the existing social stratification.
Nogle chefer og arbejdere foreslår, at problemet vedrørende forholdet mellem ovnformænd og gruppen kan overvindes ved at diskutere jobbets tekniske problemer; dette er også uddannelse.
Some chiefs and workmen suggest that the problem of the relationship between head furnaceman and the team can be overcome by discussing the technical problems of the job : this is also training.
Der er ofte diskussioner mellem ovnformanden og gruppen.
There are often discussions between the head furnaceman and the team.
I mange tilfælde er ovenformanden ikke villig til at fortælle gruppen resultaterne af prøveanalyserne; dette resultat er afgørende, hvis man vil vide, hvordan processen går, og især for beslutningen om, hvordan den videre udvikling skal gribes an; "I tænker i skovlfulde, jeg tænker på bogholderi", er svaret, som lederen somme tider giver.
In many cases, the head furnaceman is not prepared to tell the team the results of the sample analysis : this information is crucial in order to know how the process is going and in particular for deciding how to go on from there : "You think about shovelfuls; I think about the accounts" is the reply some­times given by the head.
Gruppens reaktion er ofte: "Jeg vil vide kendsgerningerne, ellers arbejder jeg ikke ...
Often the team's reaction is "I want to know the facts, otherwise I don't work ...
Problemet siges somme tider at være ovnformandens alder:"Gamle ovnformænd ved gamle ovne siger ikke noget til gruppen, de forklarer ikke de nærmere bevæggrunde, de vil ikke diskutere, de holder resultaterne af analyser for sig selv ...; det er anderledes ved nye ovne, man kan argumentere med ovnformanden, alle diskuterer jobbet ...."
The problem is sometimes said to be the age of the head furnaceman: "Old head furnacemen at old furnaces say nothing to the team, they don't explain the why and wherefore, they don't discuss, they keep the results of analyses to themselves ...; it's different at new furnaces, you can argue with the head furnaceman, everybody discusses the job ...."
Andetsteds fremsættes problemet på anden måde.
Elsewhere, the problem is presented differently.
En af ovnformændene sagde: "Problemet med forholdene mellem chefen og gruppen ligger ikke i forskellen mellem yngre og ældre ovnformænd; problemet ligger i måden at gribe tingene an på; problemet med forholdet til gruppen er den vedvarende udveksling af erfaring og viden," sagde en af ovnformændene.
One head furnaceman said : "The problem of relations between the chief and the team does not lie in the difference between young and old head furnacemen"; "the problem is the
En anden slags uddannelse kunne også spille en rolle i forbindelse med at overvinde det gamle forhold mellem støbemesteren og gruppen.
A different kind of training could also have a part to play in overcoming the old relationship between the foundryman and the team
Lige fra markundersøgelsens begyndelse blev det indlysende, at støbemesteren af gruppen anses for deres repræsentant, som værende alle andre professionelt overlegen,når han gav udtryk for sin "myndighed" som "ekspert", som en arbejder, "der ved mere om det ...", "som kan lære de andre".
Right from the start of the field survey it became obvious that the foundryman is recognised by the team as their representative, as being professionally superior to everyone else when he expresses his "authority" as an "expert", as a workman "who knows more about it ..." "who can teach the others".
Vi bemærkede, at forholdet mellem støbemesteren og gruppen var bedre, når der var klar forståelse af, at alle arbejdede for det samme tekniske mål, og at hver enkelt bidrog efter bedste evne.
We observed that the relationship between the foundryman and the team was better when it was clearly appreciated that everyone was working for the same technical objective and that each was contributing according to his ability.
I ét bestemt tilfælde bemærkede vi et meget positivt forhold mellem støbemesteren og gruppen; her var støbemesteren tydeligvis"dygtigere" og var alle de andres ubestridte leder; men støbemesteren brugte denne større erfaring til at opnå de bedst mulige produktionsresultater og til at give de andre medlemmer af gruppen betydelig hjælp med deres karrierer ved at forklare dem naturen af visse problemer, der opstår under processen; han gav med andre ord nyttig undervisning.
In one particular case, we observed a very positive relationship between the foundryman and the team; here, the foundryman was clearly "more skilful" and held unquestioned leadership over all the other men; but the foundryman used this greater experience to achieve the best possible production results and to give the members of the team substantial help with their careers, by explaining to them the nature of certain problems arising during the process; in other words he was giving useful training.
Nogle ovnformænd er overbeviste om, at undervisningskurser ikke tjener noget særligt formål, og at uddannelse af en arbejder bør være "chefens" forret.
Some head furnacemen and foundrymen are convinced that training courses serve little purpose and that the training of an operative should be the "chief's" prerogative.
Når en ung arbejder anmodede om et kursus, sagde en ovnformand i virkeligheden: "Kurset giver ikke megen lærdom; chefen burde give dig uddannelse under arbejdet".
In reality, when a young worker asked for a course, a head furnaceman said "The course doesn't teach much; the chief should give you training at work".
"Jeg har arbejdet her i ti år.
"I have been working here for ten years.
I dag arbejder jeg bedre og giver bedre uddannelse end én, der har 30 års er­faring ... De ældre er overbeviste om, at de ikke burde være jaloux, men det er vanskeligt for dem..." (Støbemester).
Today I work better and give better training than one who has 30 years' experience.. the older ones are convinced they should not be jealous but it's difficult for them ..."
Arbejdsdeling og uddannelse
Division of work and training
Forskellige job og forskellige uddannelsesniveauer er fór arbejdere del af tilværelsen som et nødvendigt element til opretholdelse af sociale skel.
Different jobs and different levels of training are part of life to the workmen as a necessary element in maintaining social divisions.
Disse skarpe skel mellem dem, der kan gøre ting i teori, og dem, dér kan gøre dem i praksis»ér i modstrid med produktionsmæssige krav og er også en hindring for god uddannelse af folkene.
This sharp division between those who can do things in theory and those who can do them in practice is contrary to production requirements and is also an obstacle to the proper training of the men.
Samtaler med arbejderne angående problemerne, der altid opstår i forbindelse med en bestemt metode til stålfremstilling,afslørede, at der behøves en anden slags uddannelse for at kunne forstå processerne, der finder sted i ovnen. "... det ville være nyttigt at have en anden slags uddannelse ....
From talks with the workmen concerning the problems which always arise with a particular method of steelmaking, it became clear that a different kind of training is needed in order to understand the processes which go on in the furnace. "... it would be useful to have a different kind of training... but here the metallurgists can do the process in theory and the steelmakers in practice ... the head furnaceman tries to link theory and practice....
47 men her kan metallurgerne udføre processen i teori og stålarbejderne i praksis ... ovnformanden prøver at forbinde teori og praksis .... men uden denne inddeling ville vi alle være funktionærer" (støbemester).
But without this division we should all be white-collar men" (Foundryman).
God uddannelse kræver kombination af teori og praksis.
Proper training requires the combination of theory and practice.
Ved samtale om uddannelse for unge arbejdere sagde en støbemester: "Natur­ligvis er en ingeniør godt inde i teorien, som vi er i den praktiske side, men begge dele skal til, og det er dog erfaringen, der betyder noget ... det er naturligvis lettere at lære, hvis man er uddannet, men erfaring er vigtig..."
Talking of training for young workers one foundryman said : "Of course an engineer is well-versed in theory as we are in practice, but it takes both: however, experience is what matters ... of course it's easier to learn if you are educated but experience is important ..."
For disse arbejdere at "uddannelse" derfor ikke "teori", men "praksis" kombineret med teori.
For these operatives therefore "training" is not "theory" but "practice" combined with theory.
Teoretisk viden er kun et instrument til bedre forståelse af kendsgerningerne, men dem, der har den "teoretiske viden", og dem, der oplever smeltningens daglige realitet, må have et snævert indbyrdes forhold, hvorved den ene uddanner den anden.
Theoretical knowledge is only an instrument for understanding the facts better but between those who have the "theoretical knowledge" and those who live the day-to-day reality of smelting there must be a close mutual relationship, with each training the other.
"Støbemesteren bør adspørge manden, der kender teorien,for de teoretiske årsager, men han kan også lære den, der kender teorien, noget ..." (Støbe­mester) .
"The foundryman should ask the man who knows the theory for the theoretical causes, but he can also teach the one who knows the theory ..."
Diskussion mellem folk med forskellige job om resultatet af deres arbejde er uddannelse.
Discussion between people with different jobs on the results of their work is training.