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This paper aims to introduce, explain and illustrate the concept of “sites of emergent learning” (SEL), which pinpoints particular instances of learning in everyday practice. This concept is located within contemporary practice-oriented and sociomaterial approaches to understanding workplace learning.

This conceptual development has been resourced by a secondary analysis of data from three workplace learning studies. These were: an ethnographic study of a residential parenting service; a case study of learning among engineers working on a railway construction site; and a case study of a multicultural unit that aims to enhance health services for a diverse community. All were based in the Sydney metropolitan area. The secondary analysis was undertaken by identifying regular practices within each setting where professionals discuss past and future work. These were then subjected to theoretical scrutiny, identifying common and distinctive features.

SEL were identified within the handover, site-walks and catch-up meeting practices. They arise through and are constituted in relationships between social practices and the materialities of work. SEL involve negotiating, exploring and questioning practice and knowledge associated with it; they are instances within work practices in which work is done about how work gets done, developing new understandings of the past to reshape visions for the future. Alongside these commonalities, each site of emergent learning displayed distinctive features shaped by the particularities of the practices and materialities of each site.

This concept is presented as a valuable tool to assist researchers of workplace learning. It elucidates particular learning-intensive features of practice, extending sociomaterial conceptualisations of professional and workplace learning.

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.

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.

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.

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.

THE ENGINES The two engines are B.M.W.801 type, each 14‐cylinder air‐cooled radials in two staggered rows, the top cylinder of the rear row being vertical (fig 9). A card in the cockpit gave the following information:

The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals’ experiences of work and learning.

Semi-structured interviews were conducted with 14 professionals from a variety of organisations, industry sectors and occupations in Sydney, Australia. The transcripts were subjected to an adapted phenomenographic analysis, and an analysis using the complex adaptive organisations conceptual framework (CAOCF).

The findings indicated that professionals experienced learning mainly through work, where work was experienced as fluid and influenced by varying degrees of emergence, agency, complex social networks and adaptation. Further, the greater the degree of work fluidity, the greater the impetus towards learning through work, empirically indicating that the experience of learning in contemporary organisations is entwined with work.

This study used the concept of complex adaptive organisations as a conceptual framework, coupled with an adapted phenomenographic methodology, to investigate individual professionals’ experiences of work and learning. The adoption of the concept of complex adaptive organisations provided a rigorous way to adopt a complexity approach. In particular, the concept of emergence provides insights into how organisational complexity influences work and, subsequently, learning and adaptation.

This paper aims to provide an account of learning and change in the redesign of a primary health-care initiative in a large metropolitan city in Australia.

The paper is based on research exploring the place and role of learning in the re-making of health professional practices in a major New South Wales Government health reform called HealthOne. The analysis and findings presented here make reference to data drawn from a longitudinal ethnographic study (2011-2014) conducted by an inter-disciplinary team of researchers from the University of Technology Sydney. Socio-material and practice-based approaches for understanding learning are used in working with the data.

There were substantial changes in professional practice, especially in the role of the General Practice Liaison Nurse. Changes, and the learning connected to the changes, were dynamically influenced by the macro-context. HealthOne was a reform initiative with a strong focus on achieving health service redesign and a consistent focus on staff developing new ways of thinking and operating. Although learning was often discussed, it was, for the most part, expressed in general terms, and there was a lack of a formal and well-developed approach to learning collectively and individually.

This research paper will inform future attempts at service redesign in community and primary health contexts and provides a site-specific examination of workplace learning in a context of rapid change.

This paper aims to shed light on the complex multiplicity of domestic violence interagency work. It proposes a new conceptualisation that reflects the entangled nature of professional practice and learning.

The research on which this paper draws is an ethnographic study of practice in an integrated local domestic violence initiative. Data include focussed workplace observations, semi-structured interviews and key documents. The study draws on practice-based sociomaterial approaches and the conceptual framework, and methodology is informed by actor-network theory, in particular, the work of Annemarie Mol.

Findings suggest that interagency work that starts from the victim and traces threads of connection outwards is able to “hang together” as “practice multiple” in integrated service provision. I argue that the learning that happens in these circumstances is a relational effect and depends on who and what is assembled in the actor-network.

The research has significant implications for framing understandings of domestic violence interagency work, as it firmly anchors “working together” to victims. Findings are expected to be of interest not only to practitioners, educators and researchers but also to policymakers.

The paper addresses a current gap in the literature, applies a novel research approach and proposes a new conceptualisation of domestic violence interagency work.

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others. However, the primary risk is borne by the child left unvaccinated. Although living in a developed country with high vaccination rates provides a certain amount of protection through population immunity, the unvaccinated child is still exposed to a considerably greater risk of preventable diseases than one who is vaccinated. I explore the tension between parental choice and the child’s right to be free of preventable diseases. The chapter’s goal is twofold: to advocate for moving from a dyadic framework – considering the interests of the parents against those of the state – to a triadic one, in which the interests of the child are given as much weight as those of the parent and the state; and to discuss which protections are available, and how they can be improved. Specific legal tools available to protect that child are examined, including tort liability of the parents to the child, whether and to what degree criminal law has a role, under what circumstances parental choice should be overridden, and the role of school immunization requirements in protecting the individual child.

Elevated temperature material properties are essential in predicting structural member's behavior in high-temperature exposures such as fire. Even though experimental methodologies are available to determine these properties, advanced equipment with high costs is required to perform those tests. Therefore, performing those experiments frequently is not feasible, and the development of numerical techniques is beneficial. A numerical technique is proposed in this study to determine the temperature-dependent thermal properties of the material using the fire test results based on the Artificial Neural Network (ANN)-based Finite Element (FE) model.

An ANN-based FE model was developed in the Matlab program to determine the elevated temperature thermal diffusivity, thermal conductivity and the product of specific heat and density of a material. The temperature distribution obtained from fire tests is fed to the ANN-based FE model and material properties are predicted to match the temperature distribution.

Elevated temperature thermal properties of normal-weight concrete (NWC), gypsum plasterboard and lightweight concrete were predicted using the developed model, and good agreement was observed with the actual material properties measured experimentally. The developed method could be utilized to determine any materials' elevated temperature material properties numerically with the adequate temperature distribution data obtained during a fire or heat transfer test.

Temperature-dependent material properties are important in predicting the behavior of structural elements exposed to fire. This research study developed a numerical technique utilizing ANN theories to determine elevated temperature thermal diffusivity, thermal conductivity and product of specific heat and density. Experimental methods are available to evaluate the material properties at high temperatures. However, these testing equipment are expensive and sophisticated; therefore, these equipment are not popular in laboratories causing a lack of high-temperature material properties for novel materials. However conducting a fire test to evaluate fire performance of any novel material is the common practice in the industry. ANN-based FE model developed in this study could utilize those fire testing results of the structural member (temperature distribution of the member throughout the fire tests) to predict the material's thermal properties.