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The purpose of this paper is to review cases of artificial reefs built through additive manufacturing (AM) technologies and analyse their ecological goals, fabrication process, materials, structural design features and implementation location to determine predominant parameters, environmental impacts, advantages, and limitations.

The review analysed 16 cases of artificial reefs from both temperate and tropical regions. These were categorised based on the AM process used, the mortar material used (crucial for biological applications), the structural design features and the location of implementation. These parameters are assessed to determine how effectively the designs meet the stipulated ecological goals, how AM technologies demonstrate their potential in comparison to conventional methods and the preference locations of these implementations.

The overview revealed that the dominant artificial reef implementation occurs in the Mediterranean and Atlantic Seas, both accounting for 24%. The remaining cases were in the Australian Sea (20%), the South Asia Sea (12%), the Persian Gulf and the Pacific Ocean, both with 8%, and the Indian Sea with 4% of all the cases studied. It was concluded that fused filament fabrication, binder jetting and material extrusion represent the main AM processes used to build artificial reefs. Cementitious materials, ceramics, polymers and geopolymer formulations were used, incorporating aggregates from mineral residues, biological wastes and pozzolan materials, to reduce environmental impacts, promote the circular economy and be more beneficial for marine ecosystems. The evaluation ranking assessed how well their design and materials align with their ecological goals, demonstrating that five cases were ranked with high effectiveness, ten projects with moderate effectiveness and one case with low effectiveness.

AM represents an innovative method for marine restoration and management. It offers a rapid prototyping technique for design validation and enables the creation of highly complex shapes for habitat diversification while incorporating a diverse range of materials to benefit environmental and marine species’ habitats.

Although it is a relatively recent conceptualization of malevolent personality, the dark triad (DT) has been widely researched and shown to be responsible for increases in physical violence, controlling behavior, short-term mating preferences and poor relationship quality. This study aims to investigate whether DT traits predict acceptance toward intimate partner violence (IPV) in the general population, addressing a gap in the literature regarding predictors of harmful attitudes toward romantic relationships.

In total, 150 adults aged 18–74 (76% women) completed two self-report questionnaires: the short DT and the IPV attitude scale-revised.

A series of hierarchical multiple regression analyses were conducted, with gender as predictor in the first models and DT traits added as predictors in second models. The results showed that male participants were more accepting of IPV than female participants. Over and above the contribution of gender, psychopathy and Machiavellianism positively predicted overall IPV acceptance, but narcissism did not. Psychopathy and Machiavellianism positively predicted acceptance of psychological abuse, and psychopathy positively predicted acceptance of controlling behaviors. Narcissism did not predict any facet of IPV acceptance.

To the best of the authors’ knowledge, as the first study to explore the roles of DT traits in acceptance of IPV behaviors, the results contribute to the understanding of how these traits may predispose individuals to harmful intimate partner behaviors. These findings can inform IPV prevention efforts to aid in the early identification of individuals who hold maladaptive beliefs surrounding romantic relationships.

The investigation has appraised the problem of an incompressible laminar steady magnetohydrodynamic (MHD) nanofluid stream over three distinct slendering thin isothermal needles of paraboloid, cylindrical and cone shapes. Water as a base liquid is assumed in this flow model. The influences of the Hall current and variable sorts of magnetic forces have enriched our investigation. Energy and concentration expressions consist of thermophoresis and Brownian migration phenomena. The analysis of thermal and mass slips of the presumed model has also been performed.

A relevant transformation is implemented for the alteration of the leading partial differential equations (PDEs) to the equations with nonlinear ordinary form. Due to the strong nonlinearity of the foremost equations, the problem is solved numerically by embedding the well-known RK-4 shooting practice. The software MAPLE 2017 has been exploited in reckoning the entire computation. To enunciate the investigated upshots, some graphical diagrams have been regarded here. According to technological interest, we measured the engineering quantities like the Sherwood number, the coefficient of drag friction and the Nusselt number in tabular customs.

The obtained consequences support that Hall current intensifies fluid movement when the needle is in a cone shape, while the superior velocity is noticed for cylindrical-shaped needles. The transference of heat responds inversely along with the growths of thermal and mass slip factors.

No work has been performed on the flow model of radiated nanofluid over a variable-shaped thin needle under Hall current, the variable magnetic field and different slip factors.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.

This investigation delves into the rationale behind the preferential applicability of the non-Newtonian nanofluid model over alternative frameworks, particularly those incorporating porous medium considerations. The study focuses on analyzing the mass and heat transfer characteristics inherent in the Williamson nanofluid’s non-Newtonian flow over a stretched sheet, accounting for influences such as chemical reactions, viscous dissipation, magnetic field and slip velocity. Emphasis is placed on scenarios where the properties of the Williamson nanofluid, including thermal conductivity and viscosity, exhibit temperature-dependent variations.

Following the use of the OHAM approach, an analytical resolution to the proposed issue is provided. The findings are elucidated through the construction of graphical representations, illustrating the impact of diverse physical parameters on temperature, velocity and concentration profiles.

Remarkably, it is discerned that the magnetic field, viscous dissipation phenomena and slip velocity assumption significantly influence the heat and mass transmission processes. Numerical and theoretical outcomes exhibit a noteworthy level of qualitative concurrence, underscoring the robustness and reliability of the non-Newtonian nanofluid model in capturing the intricacies of the studied phenomena.

Available studies show that no work on the Williamson model is conducted by considering viscous dissipation and the MHD effect past over an exponentially stretched porous sheet. This contribution fills this gap.

This book chapter briefly discusses the historical and cultural context of ethnography and evaluation as positioned in the United States and the opportunities made possible by merging techniques and methodology. By merging, methodological pluralism and increased responsiveness to cultural contexts are leveraged, and the critical relevance of engaging communities in evaluation processes is underlined. However, engaging with communities with marginalized backgrounds can present complicated power dynamics in practice that require the evaluator to rethink their role. Equity-centered research practices from the Equity-Centered Research Framework are linked to expound on the need for transforming the evaluator's role to shift and share power with communities throughout engagement. We expand on how transformative work also requires ongoing examinations of positionality in the evaluator role through the lens of relationships. Borrowing from ethnographic concepts, relational dimensions of positionality are conceptualized as alignment, temporality, and place. Each component is illustrated with details on how power dynamics may occur throughout community engagement as well as ways to manage and mitigate power differentials between the roles of the evaluator and community partners. We then offer three broad evaluator practices to support transformation: (a) identify positionality, (b) embed into everyday practice, and (c) negotiate in collaborations with communities. With these practices, we reflect on critical questions and position communities as critical learning partners to promote actions to mitigate and manage ongoing power dynamics. We close this chapter with our experiences interrogating positionality to illustrate distinct burdens and insights as evaluators of color.

In this paper, the author advocates recognizing, developing, and promoting “critical interactionism” as a legitimate and pragmatically useful scholarly project. The author argues that critical interactionism includes different interactionist traditions, critical approaches, methodological styles, and sensitizing concepts – as long as they tell us something about how power and inequality operate. I review two fundamental elements of this project that constitute its past and likely future: (1) theoretical interventions that excavate critical insights, diversify founders, integrate critical theories, and promote interactionism's usefulness for critical inquiry and (2) empirically grounded conceptual interventions that shed light on generic processes of inequality reproduction. Although the larger discipline of sociology continues to marginalize interactionism yet selectively adopt its principles, critical interactionism has the potential to break through what David Maines called the fault line of consciousness. The promise of critical interactionism is that it can simultaneously make interactionism more relevant to our discipline and make our discipline more relevant to the social world.