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This paper aims to explore using the children’s accelerated trauma technique (CATT) in an adult intellectual disability population, with the aim of reducing symptoms of post-traumatic stress disorder (PTSD).

A service evaluation was completed to investigate differences between pre- and post-CATT trauma scores.

Scores on a measure of PTSD decreased significantly following CATT.

The findings support continued use of CATT in adults with intellectual disabilities, and they highlight the need to evaluate effectiveness in a larger sample.

This paper evaluates the novel application of a trauma treatment – developed for use with children – in an adult intellectual disability population and adds to the existing evidence base.

The purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.

The paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.

The paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.

The paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.

This has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.

The purpose of this paper is to investigate the impact of two dimensions of technological relatedness, namely technological similarity and complementarity, on collaborative performance, plus the mediating role of collaboration network stickiness and the moderating role of partner expertise and geographical distance in interfirm collaboration contexts.

This study takes Chinese Scientific and Technological Achievements (STA) of inter-firm collaboration in five high-tech fields in 2010–2020 as the sample and uses OLS regression to test the hypothesis.

Technological similarity and complementarity positively affect collaborative performance. Partner expertise negatively moderates the relationship between similarity, complementarity and collaborative performance. Geographical distance positively moderates the relationship between similarity and collaborative performance while negatively moderates that between complementarity and collaborative performance. Collaboration network stickiness partly mediates the relationship between similarity and collaborative performance.

This study expands literature on inter-firm collaboration, especially research on the antecedents of collaborative performance. Moreover, this study not only compensates for lack of empirical analysis in partner selection research, but also utilizes second-hand data to enhance the objectivity of analysis. Additionally, we enrich the research on the moderating role of partner expertise and geographical distance as well as the mediating role of collaboration network stickiness.

The number of people with special needs, including citizens and military personnel, has increased as a result of terrorist attacks and challenging conditions in Iraq and other countries. With almost 80% of the world’s amputees having below-the-knee amputations, Iraq has become a global leader in the population of amputees. Important components found in lower limb prostheses include the socket, pylon (shank), prosthetic foot and connections.

There are two types of prosthetic feet: articulated and nonarticulated. The solid ankle cushion heel foot is the nonarticulated foot that is most frequently used. The goal of this study is to use a composite filament to create a revolutionary prosthetic foot that will last longer, have better dorsiflexion and be more stable and comfortable for the user. The current study, in addition to pure polylactic acid (PLA) filament, 3D prints test items using a variety of composite filaments, such as PLA/wood, PLA/carbon fiber and PLA/marble, to accomplish this goal. The experimental step entails mechanical testing of the samples, which includes tensile testing and hardness evaluation, and material characterization by scanning electron microscopy-energy dispersive spectrometer analysis. The study also presents a novel design for the nonarticulated foot that was produced with SOLIDWORKS and put through ANSYS analysis. Three types of feet are produced using PLA, PLA/marble and carbon-covered PLA/marble materials. Furthermore, the manufactured prosthetic foot undergoes testing for dorsiflexion and fatigue.

The findings reveal that the newly designed prosthetic foot using carbon fiber-covered PLA/marble material surpasses the PLA and PLA/marble foot in terms of performance, cost-effectiveness and weight.

To the best of the author’s knowledge, this is the first study to use composite filaments not previously used, such as PLA/wood, PLA/carbon fiber and PLA/marble, to design and produce a new prosthetic foot with a longer lifespan, improved dorsiflexion, greater stability and enhanced comfort for the patient. Beside the experimental work, a numerical technique specifically the finite element method, is used to assess the mechanical behavior of the newly designed foot structure.