Page 100 - Gričar, Sergej, Barbara Rodica and Štefan Bojnec, 2016. Sandwich Management. Koper: University of Primorska Press
P. 100
Sandwich Management
manner, but we have upgraded and expanded them through regular meet-
ings and workshops. Through these assemblies we examined the activities
of the project and outlined new short-term activities that were consistent
with the project plan. For a better overview we have shown an example of
the records below.
Information on the project can be seen in the time tract below (Figure
30), for which we requested that students and tutors fill in on a regular ba-
sis. By the end stages of the project, we still do not have an active approach
for securing intellectual property rights which may be protected by a pat-
ent. Types of rights include: patent, design and pattern, trademark and ser-
vice mark, appellation of origin of goods, priority and fair justice. The le-
gal basis has three laws: the Law on Industrial Property, Law on Copyright
and Related Rights Act on the Protection of Topographies of Integrated
100 Circuits. We are still to decide on which form of protection we will use.
Figure 30: Detail from time tract of project participants
Source: Own source 2014.
In tender documents, we wrote: »Work activities will be carried out
throughout the duration of the project in a corporate environment. In the
first phase of the project (this is the first month), students will be involved
in the preparation of the project directly at the company. In the second
phase, students will be virtually connected with the company (this is the
second to the seventh month). Students are in a virtual connection in a
similar task as the task of developing a new process in the project.« At this
point, there was a maximum variation. Departure of students to the com-
pany were executed without delay. Students have actively joined the project
and started activities for the transition from theory to practice in the third
month and not the first. Following this, the students have carried out a
number of activities in the company during the fourth to sixth month. The
first, second and seventh month consisted of activities with the work men-
tor in place. The work mentor has arrived at the faculty to the workshop on
the implementation of the project.
The achievements of the project were also observed in the Public Fund
for Human Resources Development and scholarships awarded on the ba-
sis of timesheets for intermediate communication and active participation.
They invited us to present our interesting project at the 52nd agri-food fair
manner, but we have upgraded and expanded them through regular meet-
ings and workshops. Through these assemblies we examined the activities
of the project and outlined new short-term activities that were consistent
with the project plan. For a better overview we have shown an example of
the records below.
Information on the project can be seen in the time tract below (Figure
30), for which we requested that students and tutors fill in on a regular ba-
sis. By the end stages of the project, we still do not have an active approach
for securing intellectual property rights which may be protected by a pat-
ent. Types of rights include: patent, design and pattern, trademark and ser-
vice mark, appellation of origin of goods, priority and fair justice. The le-
gal basis has three laws: the Law on Industrial Property, Law on Copyright
and Related Rights Act on the Protection of Topographies of Integrated
100 Circuits. We are still to decide on which form of protection we will use.
Figure 30: Detail from time tract of project participants
Source: Own source 2014.
In tender documents, we wrote: »Work activities will be carried out
throughout the duration of the project in a corporate environment. In the
first phase of the project (this is the first month), students will be involved
in the preparation of the project directly at the company. In the second
phase, students will be virtually connected with the company (this is the
second to the seventh month). Students are in a virtual connection in a
similar task as the task of developing a new process in the project.« At this
point, there was a maximum variation. Departure of students to the com-
pany were executed without delay. Students have actively joined the project
and started activities for the transition from theory to practice in the third
month and not the first. Following this, the students have carried out a
number of activities in the company during the fourth to sixth month. The
first, second and seventh month consisted of activities with the work men-
tor in place. The work mentor has arrived at the faculty to the workshop on
the implementation of the project.
The achievements of the project were also observed in the Public Fund
for Human Resources Development and scholarships awarded on the ba-
sis of timesheets for intermediate communication and active participation.
They invited us to present our interesting project at the 52nd agri-food fair
