How can the concepts of habitus and field help us to understand the engagement of educational workers in higher Education?

In ‘Making a European area of lifelong learning a reality’, the EU stressed the role of universities in relation to lifelong learning, a role that entails a need for widening access to universities, particularly for those not coming through the traditional direct route of upper secondary education. As teachers play a significant role in the quality of the lifelong learning as well as in motivating future generations to take part in lifelong learning, education and training for teachers becomes important; not only in relation to initial teacher education, but also in relation to a continuous development of knowledge and skills. This paper represents the first stage of a larger comparative project intended to examine and compare educational workers’ (i.e. professionals involved in teaching in the class room) participation in higher education in England and Denmark, their access and interest. In particular, the paper relates participation and engagement to national and international educational policies and frames this work within an examination of the social background of the professional groups. The key research questions at this stage of the work are methodological and can be summed up by the overarching question, “How can the concepts of habitus and field help us to understand levels of engagement of educational workers in Higher Education”? The paper reports the results of our review of current policies and our efforts to identify the structural relations within the educational professional fields in each country. To do so we are developing a theoretical model using the relational analytical approach advocated by Bourdieu. As such, our work is an early stage attempt at operationalising Bourdieu’s observations regarding the dynamics of field. This seems to us to provide an important conceptual approach to understanding the habitus of educational workers in the context of the dynamics of a fast changing policy arena and the complexities of the backgrounds of individuals working in the educational field. The model attempts to build in the reflexivity that Bourdieu demands for a ‘science’ that is not weakened by over-emphasis on either the objective structural relations or the subjective phenomenology of experience. Thus, the paper presents a preliminary contextual analysis of the factors that enable an understanding of engagement or lack of engagement in higher level learning among school-based education workers in the two EU countries and is related to a larger research project that explores habitus (both individual and collective) among these groups of education workers

Utilization of the water soluable fraction of wheat straw as a plant nutrient source

Recovery of water soluble, inorganic nutrients from the inedible portion of wheat was found to be an effective means of recycling nutrients within hydroponic systems. Through aqueous extraction (leaching), 60 percent of the total inorganic nutrient weight was removed from wheat straw and roots, although the recovery of individual nutrients varied. Leaching also removed about 20 percent of the total organic carbon from the biomass. In terms of dry weight, the leachate was comprised of approximately 60 percent organic and 40 percent inorganic compounds. Direct use of wheat straw leachate in static hydroponic systems had an inhibitory effect on wheat growth, both in the presence and absence of microorganisms. Biological treatment of leachate either with a mixed microbial community or the oyster mushroom Pleurotus ostreatus L., prior to use in hydroponic solutions, significantly reduced both the organic content and the inhibitory effects of the leachate. The inhibitory effects of unprocessed leachate appear to be a result of rapidly acting phytotoxic compounds that are detoxified by microbial activity. Leaching holds considerable promise as a method for nutrient recycling in a Controlled Ecological Life Support System (CELSS)

Evaluation of shuttle solid rocket booster case materials. Corrosion and stress corrosion susceptibility of several high temperature materials

Candidate alloys for the Shuttle Solid Rocket Booster (SRB) case were tested under simulated service conditions to define subcritical flaw growth behavior under both sustained and cyclic loading conditions. The materials evaluated were D6AC and 18 Ni maraging steel, both heat treated to a nominal yield strength of 1380 MN/sq m (200 ksi). The sustained load tests were conducted by exposing precracked, stressed specimens of both alloys to alternate immersion in synthetic sea water. It was found that the corrosion and stress corrosion resistance of the 18 Ni maraging steel were superior to that of the D6AC steel under these test conditions. It was also found that austenitizing temperature had little influence on the threshold stress intensity of the D6AC. The cyclic tests were conducted by subjecting precracked surface-flawed specimens of both alloys to repeated load/thermal/environmental profiles which were selected to simulate the SRB missions. It was found that linear removal operations that involve heating to 589 K (600 F) cause a decrease in cyclic life of D6AC steel relative to those tests conducted with no thermal cycling

Solid State Physics

Contains a report on a research project

Elastic and Thermal Properties of Solids

Contains research objectives

Solid State Physics

Contains reports on two research projects

Ultrasonic Properties of Solids

Contains research objectivesJoint Services Electronics Programs (U. S. Army, U.S. Navy, and U. S. Air Force) under Contract DA 28-043-AMC-02536(E

Cooperative Phenomena in Solids and Fluids

Contains research objectives and summary of research.National Science Foundation (Grant GP-13548)ARPA Contract DAHC15-67-C-022

Physical Chemistry

Contains research objectives

Ultrasonic Properties of Solids

Contains research objectives