Expansive Learning

Chapter six explores the concept of ‘expansive learning’ taken from Fuller and Unwin’s (2003) research of apprenticeships where they identified a ‘restrictive- expansive continuum’ that classified the type of learning environment presented in the work place. Crucially, expansive learning encouraged a supportive environment for students to learn higher level skills such as dialogue, problem solving and reflexive forms of expertise. Supportive and collaborative learning environments can instil confidence in the student to develop and the supervisory role (or previously the mentor) is significant to this. The chapter theme of expansive learning is led by the goal to discover what teaching and learning processes can assist all levels of clinical staff in supporting students to move effectively, and in a well-supported way, to the expertise or ‘graduateness’ (Eden, 2014) required at registration and beyond. This was an important foundation of the recent NMC (2017) review. Chapter 2 and 3 have already demonstrated the potential educational role of unqualified staff and peer students who previously have not been officially recognised for coaching learners in practice. With focused and explicit support for their learning, students’ placement experience can be ‘supercharged’ so their learning advances quicker and with greater impact on their long term professional development (Morley, 2018). A model of coaching that emerged from the research study is also presented. Current emphasis in practice learning is placed on the assessment of measurable clinical skills rather than the students’ ability to join these skills holistically in professional practice (Morley, 2015). The ability to be able to teach this type of integration of student performance into the busy clinical practice is more akin to the fluidity of ‘coaching’ rather than ‘teaching’ and this is explored fully within the chapter

Structural Integrity of Single Shell Tanks at Hanford -9491

ABSTRACT The 149 Single Shell Tanks at the Hanford Site were constructed between the 1940's and the 1960's. Many of the tanks are either known or suspected to have leaked in the past. While the free liquids have been removed from the tanks, they still contain significant waste volumes. Recently, the tank farm operations contractor established a Single Shell Tank Integrity Program. Structural integrity is one aspect of the program. The structural analysis of the Single Shell Tanks has several challenging factors. There are several tank sizes and configurations that need to be analyzed. Tank capacities range from fifty-five thousand gallons to one million gallons. The smallest tank type is approximately twenty feet in diameter, and the three other tank types are all seventy-five feet in diameter. Within each tank type there are varying concrete strengths, types of steel, tank floor arrangements, in-tank hardware, riser sizes and locations, and other appurtenances that need to be addressed. Furthermore, soil properties vary throughout the tank farms. The Pacific Northwest National Laboratory has been conducting preliminary structural analyses of the various single shell tank types to address these parameters. The preliminary analyses will assess which aspects of the tanks will require further detailed analysis. Evaluation criteria to which the tanks will be analyzed are also being developed for the Single Shell Tank Integrity Program. This information will be reviewed by the Single Shell Tank Integrity Expert Panel that has been formed to issue recommendations to the DOE and to the tank farm operations contractor regarding Single Shell Tank Integrity. This paper provides a summary of the preliminary analysis of the single shell tanks, a summary of the recommendations for the detailed analyses, and the proposed evaluation criteria by which the tanks will be judged

Designing and Supporting Extraordinary Work Experience

“There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university

Review of natural fibre-reinforced hybrid composites

Natural fibre-reinforced hybrid composites which contain one or more types of natural reinforcement are gaining increasing research interest. This paper presents a review of natural fibre-reinforced hybrid composites. Both thermoplastic and thermoset composites reinforced by hybrid/synthetic fibres or hybrid/hybrid fibres are reviewed. The properties of natural fibres, the properties and processing of composites are summarised

Alloying MoS2 with Al and Au: structure and tribological performance

Mechanical and tribological properties of MoS2 alloyed with Al and Au have been analysed using pin-on-disk. X-ray diffraction (XRD) and TEM to determine the relationship between coating structure and performance. Physical effects by the alloying partner, atomic percentage and variation of deposition parameters on the final behaviour of the coatings are evaluated. XRD and TEM analyses indicate two different structures exist in the MoS2 alloys studied: MoS2–Au alloys deposited from a compound target exhibited periodic distributed particles of 2.5–6 nm while MoS2–Al coatings evolved with a multi-layer architecture. XRD analysis indicates interfacial mixing and roughness present within the individual layers are greatest near 1 mTorr