Refurbishing macintyre's account of practice

According to Alasdair MacIntyre's influential account of practices, 'teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices' (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. © 2011 The Author. Journal compilation © 2011 Journal of the Philosophy of Education Society of Great Britain

Production of Standard-Grade Ferromanganese in an Electric Arc Furnace

The original purpose of this thesis was to determine the feasibility of producing standard-grade ferromanganese from the Cuban concentrates using an electric arc furnace. This purpose was later changed since it became necessary to study the adequacy of a laboratory electric arc furnace for comparability with commercial operations. Since the original purpose of the investigation had been changed while the area of investigation had not, the research work was then continued with the purpose of collecting information on ferromanganese production as a background for anticipated future work in pyrochemical research at the Montana School of Mines

Problematising practice, Learning and change: Practice-theory perspectives on professional learning

© Emerald Group Publishing. Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning.Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread.Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change.Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice

Heat flux microsensor measurements and calibrations

A new thin-film heat flux gage has been fabricated specifically for severe high temperature operation using platinum and platinum-10 percent rhodium for the thermocouple elements. Radiation calibrations of this gage were performed at the AEDC facility over the available heat flux range (approx. 1.0 - 1,000 W/cu cm). The gage output was linear with heat flux with a slight increase in sensitivity with increasing surface temperature. Survivability of gages was demonstrated in quench tests from 500 C into liquid nitrogen. Successful operation of gages to surface temperatures of 750 C has been achieved. No additional cooling of the gages is required because the gages are always at the same temperature as the substrate material. A video of oxyacetylene flame tests with real-time heat flux and temperature output is available

Problem-Based Learning and Competency Development.

Problem-based learning is an approach to professional education which has been used by a number of educational institutions involved in professional education both here and overseas. The most famous example in Australia is probably the medical course at the University of Newcastle. This paper argues that this initiative in professional education has within it characteristics which are sympathetic to many of the current moves in Australia to describe, and in some cases redefine, professional work. This process is part of a wider move in Australia to upgrade and improve the skills and abilities of the Australian workforce in the context of economic refor