Yu Jin, Haitao Liao and Harry A. Pierson
Additive manufacturing (AM) has shown its capability in producing complex geometries. Due to the additive nature, the in situ layer-wise inspection of geometric accuracy is…
Abstract
Purpose
Additive manufacturing (AM) has shown its capability in producing complex geometries. Due to the additive nature, the in situ layer-wise inspection of geometric accuracy is essential to making AM reach its full potential. This paper aims to propose a novel automated in-plane alignment and error quantification framework to distinguish the fabrication, measurement and alignment errors in AM.
Design/methodology/approach
In this work, a multi-resolution framework based on wavelet decomposition is proposed to automatically align two-dimensional point clouds via a polar coordinate representation and then to differentiate errors from different sources based on a randomized complete block design approach. In addition, a two-stage optimization model is proposed to find the best configuration of the multi-resolution framework.
Findings
The proposed framework can not only distinguish errors attributed to different sources but also evaluate the performance and consistency of alignment results under different levels of details.
Practical implications
A sample part with different featured layers, including a simple free-form layer, a defective layer and a layer with internal features, is used to illustrate the effectiveness and efficiency of the proposed framework. The proposed alignment method outperforms the widely used iterative closest point algorithm.
Originality/value
This work fills a research gap of state-of-the-art studies by automatically quantifying different types of error inherent in manufacturing, measuring and part alignment.
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Surely an article whose author is also part of its subject will seem at best odd to some and at worst self‐serving to others. Perhaps a bit of explanation of this article's…
Abstract
Surely an article whose author is also part of its subject will seem at best odd to some and at worst self‐serving to others. Perhaps a bit of explanation of this article's genesis will moderate those reactions.
This chapter argues that modern societies are changing in ways that disrupt the complementarity between social structure and character structure. One source of this divergence…
Abstract
This chapter argues that modern societies are changing in ways that disrupt the complementarity between social structure and character structure. One source of this divergence occurs because, on the one hand, there exists a “neoliberal” character structure that is oriented toward the accumulation of human capital and holds that such accumulation and hard work will allow one to achieve the “American Dream.” On the other hand, the deep embeddedness of this character structure may in fact deepen the possibility of structural crisis, as developments in automation and ongoing transformations of labor continuously shift the economic structure and many feel they are employed in meaningless “soul crushing” jobs. This diagnosis prompts the question: is the accumulation of human capital futile? In other words, can there exist an abundance of jobs that simultaneously pay enough to provide a middle-class lifestyle and be both socially respected by most members of society while also providing subjective meaning for the individual – without accruing high social costs? Through reflections upon my own biography growing up in East Tennessee, this chapter utilizes the framework of Planetary Sociology to encourage sociologists to rethink the category of “human capital” and recognize the divergence of social structure and character structure to be a serious problem with planetary implications. Only by critical examination of the sociohistoric context from a planetary perspective can these challenges be constructively evaluated and reckoned with.
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James M. Kauffman, Shanna Eisner Hirsch, Jeanmarie Badar, Andrew L. Wiley and Brian R. Barber
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its…
Abstract
Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.
Prevailing explanations of the US secession crisis trace the latter’s origins to slavery and slaveowners’ interests. The central problem with all such explanations, however, is…
Abstract
Prevailing explanations of the US secession crisis trace the latter’s origins to slavery and slaveowners’ interests. The central problem with all such explanations, however, is that the Whig Party, the party of the largest slaveowners, opposed secession until the mid-1850s. Why did southern Whigs and their planter base resist secession through the political crisis over slavery only to fold by 1861? Drawing on archival electoral returns by precinct, party newspapers, speeches, and personal correspondence from antebellum Tuscaloosa County, Alabama, I argue for an institutional and sequential approach to the secession crisis that does not take social actors’ individual interests as given, but rather as naturalized and denaturalized in the back and forth struggle of political parties to advance competing solutions to the problem of preserving slavery.
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The purpose of this study is to analyze the increasingly congenial relationship between business and government that developed in the immediate post Second World War period. This…
Abstract
Purpose
The purpose of this study is to analyze the increasingly congenial relationship between business and government that developed in the immediate post Second World War period. This study explores the subtle, but systematic, uses of advertising for propaganda purposes to secure American political and commercial world dominance. It locates the relationship between the US Government and the Advertising Council as key components in a strategy to blur the lines between political and commercial messages. In addition to study the relationship between the two stakeholders, the study identifies some of the implications for both.
Design/methodology/approach
Scholarship on the government’s postwar relationships with other organizations is relatively scant and few other scholars have focused on the advertising industry’s role in this transformation. This paper draws on trade periodicals and newspaper accounts, and relies on archival material from the Arthur W Page and the Thomas D’Arcy Brophy collections at the Wisconsin State Historical Society and the Advertising Council’s papers at the University of Illinois. Charles W. Jackson papers, located at the Harry S. Truman Library, and the papers of Office of War Mobilization and Re-conversion, deposited at the National Archives, have also been consulted.
Findings
The Advertising Council’s “Peace” and “World Trade and Travel” demonstrate an acceleration of collaboration between business and government that continued into the postwar era. It shows the government’s willingness to trade on the Advertising Council’s goodwill and to blur the lines between political and commercial messages, in what can accurately be characterized as a duplicitous manner. Key conclusion includes a willingness among Washington’s policymakers to propagandize its own citizens, a strategy that it commonly, and disparagingly, ascribed to the Soviet Union, and a Council so willing to appease Washington, that it was putting its own reputation at considerable risk.
Research limitations/implications
This paper is based on a study of two campaigns (“Peace” and “World Trade and Travel”) that the Advertising Council conducted in collaboration with the US State Department. While these were the first campaigns of this nature, they were not the only ones. Additional studies of similar campaigns may add new insights.
Social implications
Recent political events have brought propaganda and government collusion back on the public agenda. In an era of declining journalism credibility, rising social media and unprecedented government and commercial surveillance, it is argued that propaganda demands scholarly attention more than ever and that a historical study of how the US Government collaborated with private industry and used advertising as a propaganda smokescreen is particularly timely.
Originality/value
This study adds to the scholarship on advertising, PR and propaganda in several ways. First, it contributes to the understanding of the advertising industry’s important role in the planning of US international policy after the Second World War. Second, it demonstrates the increasingly congenial relationship between business and the US Government that emerged as a result. Third, it provides excellent insights into the Adverting Council’s transition from war to peacetime. The heavy reliance on archival material also brings originality and value to the study.
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The insights of T. H. Marshall and Pierre Bourdieu are drawn upon, integrated and extended to show how social spending policies have been key sites for historical struggles over…
Abstract
The insights of T. H. Marshall and Pierre Bourdieu are drawn upon, integrated and extended to show how social spending policies have been key sites for historical struggles over the boundaries and rights of American citizenship. In the 19th century, paupers forfeited their civil and political rights in exchange for relief. Rather than break definitively with this legacy, major policy innovations in the United States that expanded state involvement in social provision generated struggles over whether to model the new policies on or distinguish them from traditional poor relief. At stake in these struggles were the citizenship status and rights of the policies’ clients. Both the emergence of such citizenship struggles and their outcomes are explained. These struggles emerged when policy innovations created new groups of clients, the new policy treated clients in contradictory ways and policy elites formed ties to social movements with stakes in the status and rights of the policy's clients. The outcomes of the struggles have been shaped by the institutional structure of the policy and the manner and extent to which the policy became entangled in racial politics. Historical evidence for these claims is provided by a case study of the Works Progress Administration, an important but understudied component of the New Deal welfare state.
David DeMatthews, Bonnie Billingsley, James McLeskey and Umesh Sharma
Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is…
Abstract
Purpose
Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.
Design/methodology/approach
This paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.
Findings
The research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.
Practical implications
The paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.
Originality/value
The paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Wilquer Silvano de Souza Ferreira, Gláucia Maria Vasconcellos Vale and Patrícia Bernardes
The aim of this article is to test the hypothesis that peer-to-peer technology platforms (Uber) are associated with disruption in the institutional environment, affecting beliefs…
Abstract
Purpose
The aim of this article is to test the hypothesis that peer-to-peer technology platforms (Uber) are associated with disruption in the institutional environment, affecting beliefs, norms and users' ways of thinking and acting.
Design/methodology/approach
Probability sample comprising 843 users (446 passengers; 397 drivers) in the city of Belo Horizonte, Brazil, using a set of indicators was specifically designed for this study.
Findings
Uber triggers significant changes in the systems of rewards and sanctions, in social preferences, and in entrepreneurial structure and governance, and promotes the coexistence of an institutional logic, hitherto dominant, with new believes, rules, norms and regulatory systems.
Originality/value
This is a pioneer study that associates institutional approach's elements with technology platforms; the authors also elaborated and utilized an analysis model consisting of a set of completely original indicators capable of mapping and measuring different dimensions of the phenomenon under analysis.