Inelastic neutron scattering studies of methyl chloride synthesis over alumina

Not only is alumina the most widely used catalyst support material in the world, it is also an important catalyst in its own right. One major chemical process that uses alumina in this respect is the industrial production of methyl chloride. This is a large scale process (650 000 metric tons in 2010 in the United States), and a key feedstock in the production of silicones that are widely used as household sealants. In this Account, we show how, in partnership with conventional spectroscopic and reaction testing methods, inelastic neutron scattering (INS) spectroscopy can provide additional insight into the active sites present on the catalyst, as well as the intermediates present on the catalyst surface.<p></p> INS spectroscopy is a form of vibrational spectroscopy, where the spectral features are dominated by modes involving hydrogen. Because of this, most materials including alumina are largely transparent to neutrons. Advantageously, in this technique, the entire “mid-infrared”, 0–4000 cm<sup>–1</sup>, range is accessible; there is no cut-off at 1400 cm<sup>–1</sup> as in infrared spectroscopy. It is also straightforward to distinguish fundamental modes from overtones and combinations. <p></p> A key parameter in the catalyst’s activity is the surface acidity. In infrared spectroscopy of adsorbed pyridine, the shifts in the ring stretching modes are dependent on the strength of the acid site. However, there is a very limited spectral range available. We discuss how we can observe the low energy ring deformation modes of adsorbed pyridine by INS spectroscopy. These modes can undergo shifts that are as large as those seen with infrared inspectroscopy, potentially enabling finer discrimination between acid sites. <p></p> Surface hydroxyls play a key role in alumina catalysis, but in infrared spectroscopy, the presence of electrical anharmonicity complicates the interpretation of the O–H stretch region. In addition, the deformations lie below the infrared cut-off. Both of these limitations are irrelevant to INS spectroscopy, and all the modes are readily observable. When we add HCl to the catalyst surface, the acid causes changes in the spectra. We can then deduce both that the surface chlorination leads to enhanced Lewis acidity and that the hydroxyl group must be threefold coordinated. <p></p> When we react η-alumina with methanol, the catalyst forms a chemisorbed methoxy species. Infrared spectroscopy clearly shows its presence but also indicates the possible coexistence of a second species. Because of INS spectroscopy’s ability to discriminate between fundamental modes and combinations, we were able to unambiguously show that there is a single intermediate present on the surface of the active catalyst. This work represents a clear example where an understanding of the chemistry at the molecular level can help rationalize improvements in a large scale industrial process with both financial and environmental benefits. <p></p&gt

A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change

As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will‐power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested

The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics

The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology are explored, drawing upon core ideas in the philosophy of computing, such as the general definition of information and the information-theoretic account of knowledge. Drawing upon a reading of Descartes Meditatio II, which extends the phenomenology of Jean-Luc Marion into a pedagogy of intentionality, the article identifies a fundamental incompatibility between the subjective experience of learning and the information-theoretic account of knowledge. Human subjects experience and value their own information incommensurably with the ways in which computers measure and quantify information. The consequences of this finding for the design of online learning environments, and the necessary limitations of learning analytics and measurement are explored

Building a Terrorist House on Sand: A critical incident analysis of interprofessionality and the Prevent duty in schools in England.

In 2015, a duty came into effect requiring all public bodies, including schools, to engage with the UK government’s Prevent counter-terrorism strategy. This paper presents two case studies from mid-size English cities, exploring the moral prototypes and institutional identities of professional mediators who made schools aware of their duties under Prevent. Mediators in each case included serving and former police, teachers and policy advisers, the majority of whom are now private consultants or operating small 3rd sector agencies. Drawing from in-depth interviews with 14 professionals, the paper details the ways in which participants constructed their relationship to normative, deliberative and legal obligations. The paper focuses on the recurrence of a high profile critical media incident in which a young child was allegedly subject to a referral for writing about living in a ‘terrorist’ (rather than ‘terraced’) house. Reaction to this incident was archetypal of the fear of media moral panic in reconstituting mediators’ identities as Prevent professionals, illustrating how the enframing of events shifts professional moral codes, policy interpretation and implementation

Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions

"This paper draws attention to the tendency of a range of technologies to reduce pedagogical interactions to a series of datafied transactions of information. This is problematic because such transactions are always by definition reducible to finite possibilities. As the ability to gather and analyse data becomes increasingly fine-grained, the threat that these datafied approaches over-determine the pedagogical space increases. Drawing on the work of Hegel, as interpreted by 20th century French radical philosopher Alexandre Kojève, this paper develops a model of relational pedagogy which highlights three points of incompatibility with a datafied learning environment reduced to finite measures. Firstly: Kojève’s accont of authority in Hegel posits two aspects to the mimetic relation between teacher and student: recognition and realisation, which belong to the ipseity or about-self-ness of the subject, and are incompatible with a general definition of data. Secondly, the Hegelian approach to human historical time, in particular the assertion that time and desire are begun in the future, not the past, renders it incompatible with mathematical time as used in data processing. Finally, from these it is possible to derive a distinctive notion of the work of pedagogy, grounded in Kojève’s realist reading of Hegel, irreducible to information processing. In consequence of this threefold irreducibility, the paper draws attention to a need for relations of human pedagogical work to be inherent in the design of educational technologies and highlights the dangers of presuming a machine intelligence model in the design of learning environments.

Beginning teacher agency in the enactment of fundamental British values: A multi-method case study.

There has been significant discussion and debate about the meaning and implementation of the requirement for schools to promote fundamental British values. While much of the research in this area focuses on surveying teachers’ attitudes, this paper set out to understand the processes of professional enactment through which beginning teachers interpret the policy agenda across sites and contexts in initial teacher education. A multi-method case study was undertaken at a large provider of initial teacher education in the North of England, following beginning teachers on project placement in primary schools. Theorising awareness and agency as axes of professional formation, the paper identifies three key thematic foci: community partnership, the treatment of inclusiveness and diversity and the professional understanding, interpretation and performance of value language. Context shapes enactment of each theme, with reflective space for criticality required if beginning teachers are to develop professional agency with regard to their role as values educators. This is a feature of the culture of placement schools, and while university-based teaching can ameliorate the effects of unreflective compliance, it cannot provide a replacement for professional acculturation. The paper explores the implications of reflection on enactment for the professional acculturation of beginning teachers, making recommendations for teacher education

Theorizing relational privacy: embodied perspectives to support ethical professional pedagogies

This chapter outlines the critical processes of theorizing which draws upon normative and critical perspectives to resituate the question of privacy and ethics as a relational concern. These normative questions are framed in the context of professional education for analysts making complex decisions about private and sensitive information. An examination of the phenomenon of privacy as it is experienced from the first person perspective necessitates a degree of normative modelling which was initially inspired by empirical work in behavioural economics, but which has since departed from that paradigm. The interpretive framework adopted draws upon the phenomenological work of Jean-Luc Marion to identify two distinct approaches to the valuation of private information. These distinct approaches to the meaning and value of privacy point to a disjunction between the ways digital systems and human beings process and value information. The implications of this approach for interpretive research and pedagogy in the age of massive open data repositories (‘Big Data’) are also considered

Seeing and seeing through: forum theatre approaches to ethnographic evidence

Ethnographic findings from a large qualitative research project on Religious Education in UK secondary schools uncovered contested meanings for the subject as a social practice. In order to bring to the fore some of the ways these contested meanings manifest themselves as confusions in the classroom, a performance ethnography was conducted, making use of Augusto Boal’s forum theatre approach. This involved distilling ethnographic evidence into dramatic vignettes, performing these in front of an audience of pupils, and asking the pupils for feedback on the experience. The feedback enabled the research team to triangulate their findings, by inverting the ethnographers’ gaze, allowing pupils to co-construct the meanings which the ethnographers had elicited from the data. The method is discussed in detail, as are the ways in which resource and examination pressures in the Religious Education classroom can obscure opportunities for authentic exploration of religious meanings in pupils’ lives and the contribution of the forum theatre and pupils’ reflections on how to remedy these distortions

Failures of meaning in religious education

The educational aims of religious education (RE) in the UK as evinced, for example, by Ofsted have been couched in the language of meaning making. Based on an ESRC funded three-year ethnographic study of 24 schools across the UK, this essay represents one attempt to interrogate how such meanings are shaped, or indeed fail to be shaped, in the day-to-day transactions of the school. We do this by locating RE in current discussions of efficacy, as manifest in inspectoral reports and allied scholarship, illustrate how complex the entailments and purposes of RE are, explore some of the ethnographic and related data to understand how meaning is shaped inside and outside the classroom, and, finally, attempt to locate that material in more general observations about the nature of meaning in RE – observations that are informed by contemporary readings of meaning making in the work of, among others, Baudrillard. We observe that RE, so dependent upon meaning for educational justification, is too frequently a site which witnesses failures of meaning

Religious education in the United Kingdom and Ireland

Although England, Northern Ireland, Scotland and Wales are constituent parts of the United Kingdom, there are different legislative frameworks and policies in relation to religious education. There is also much that is similar, as one would expect, particularly in England and Wales, both of which followed the same legislation up until 2006 when the Government of Wales Act granted the National Assembly of Wales the power to enact primary legislation on any subject except those specifically reserved to the UK Parliament. It is this common legislative history that justifies treating religious education in England and Wales together in what follows, albeit account is taken of recent developments where they differ. Religious education in Scotland and in Northern Ireland are sufficiently different from that of England and Wales and from each other to be considered separately