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researcher Consequently, he unintentionally applied the scholastic classroom model of learning and the related conceptual categories that he had absorbed tacitly when he went to school As other authors have noted, the school should not be thought of as a special place where people can acquire formal, universal and easily transferable knowledge; it is better conceived as one of the speci c contexts of daily activities in which they learn speci c practices deeply rooted in that speci c context (Becker, 1972; Resnick, 1987) In the classroom, we mainly learn to become full and pro cient participants in the school community, learning how to solve academic problems and do tests, acquiring the appropriate language and style of thought, and doing all the right things in order to become expert pupils.

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A carbon nanotube is a single molecule of graphite, a large macromolecule, shaped in a cylindrical sheet (a hexagonal lattice of carbon); the ends of the cylinder are terminated by hemispherical caps See Figure 43; Figures 16, 35, 36, 37, and 312 also provided additional pictorial views The molecular formulation of single-wall carbon nanotubes requires that every atom be in the right place; this structure provides single-wall carbon nanotubes with their unique properties Carbon-based SWNT can be metallic or semiconducting; they o er interesting possibilities to create future nanoelectronics devices, circuits, and computers Carbon nanotubes are a macromolecule of carbon (one can visualize this as a sheet of graphite rolled into a cylinder; graphite looks like a sheet of chicken wire, a tessellation of hexagonal rings of carbon) Di erent kinds of nanotube are de ned by the diameter, length, and chirality (twist).

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In addition to single cylindrical SWNTs nanotubes, one also has multiple-wall nanotubes (MWNTs) with cylinders inside the other cylinders The length of the nanotube can be millions of times greater than its.

When asked to become a teacher (this seems to be how the site manager interpreted the researcher s request to explain or describe the situated curriculum of his community), he re-enacted his own experience as a pupil, and used the classroom logic he had absorbed at school In doing so, however, he ventured into a different professional community, the community of training specialists, where he was obviously not an expert In fact, professional trainers form a community of practitioners in its own right, operating with similar mechanisms, although it is one based on practices different from those of the jobs for which they provide training Training experts follow rules, they use language and concepts, and they adhere to values and validity criteria speci c to their own community.

[6] S. Haykin, M. Sellathurai, Y. de Jong, and T. Willink, Turbo-MIMO for Wireless Communications, IEEE Communication Magazine, pp 48 - 53, October 2004.

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The site manager, unable to describe the situated curriculum otherwise, adopted a logic different from, and incommensurate with, the one used in his own work context He consequently failed to convey the richness of his own practice, which could not be captured by the schooling framework Nor was he able to provide an account in a foreign language one that he could handle at the same level as the professional training specialists who had devised the curriculum used for the novices training course The concept of situated curriculum may be of interest to all those working at the boundary between the instructional and the working environments The notion of the situated curriculum and the reported dif culties in bringing it to the surface emphasize the limits of the process by which knowledge is institutionalized and transferred among different communities of practitioners.

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