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This paper aims to present the methodology and results of the experimental characterization of three-dimensional (3D) printed acrylonitrile butadiene styrene (ABS) and polycarbonate (PC) parts utilizing digital image correlation (DIC).

Tensile and shear characterizations of ABS and PC 3D-printed parts were performed to determine the extent of anisotropy present in 3D-printed materials. Specimens were printed with varying raster ([+45/−45], [+30/−60], [+15/−75] and [0/90]) and build orientations (flat, on-edge and up-right) to determine the directional properties of the materials. Tensile and Iosipescu shear specimens were printed and loaded in a universal testing machine utilizing two-dimensional (2D) DIC to measure strain. The Poisson’s ratio, Young’s modulus, offset yield strength, tensile strength at yield, elongation at break, tensile stress at break and strain energy density were gathered for each tensile orientation combination. Shear modulus, offset yield strength and shear strength at yield values were collected for each shear combination.

Results indicated that raster and build orientations had negligible effects on the Young’s modulus or Poisson’s ratio in ABS tensile specimens. Shear modulus and shear offset yield strength varied by up to 33 per cent in ABS specimens, signifying that tensile properties are not indicative of shear properties. Raster orientation in the flat build samples reveals anisotropic behavior in PC specimens as the moduli and strengths varied by up to 20 per cent. Similar variations were observed in shear for PC. Changing the build orientation of PC specimens appeared to reveal a similar magnitude of variation in material properties.

This article tests tensile and shear specimens utilizing DIC, which has not been employed previously with 3D-printed specimens. The extensive shear testing conducted in this paper has not been previously attempted, and the results indicate the need for shear testing to understand the 3D-printed material behavior fully.

This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts.

The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources.

Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising.

This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached.

The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

This study aims to present a comparative study of university library websites (in the USA) from the standpoint of “Google SEO” and “Accessibility”. Furthermore, correlation analysis between these two done.

By opting for a webometric approach, the present study analyzed university library websites in the USA. The Lighthouse add-on for the Google Chrome browser has been used as a data collection tool, by writing and implementing a computer program in Bash language automatically (May 2020). Data analysis tools used were “Libre-Office-Calc”, “SPSS22” and “Excel”.

In all 81 university library websites in the USA, Google search engine optimization (SEO) scores have been observed the amount higher than 60 (Total Score = 100). The accessibility rank obtained lay between 0.56 and 1 (Total Score = 1). A weak correlation relationship between “SEO score” and “accessibility rank” (P-value = 0.02, Spearman Correlation Coefficient = 0.345) was observed. This weak relationship can be explained due to the impact of several components affecting Google’s SEO score, one of them being having a high “accessibility rank”.

Given the increasing automation of library processes, SEO tools can help libraries in achieving their digital marketing goals.

Accurate measurement of the Google SEO score and accessibility rank for the university library websites (in the USA) were obtained by Lighthouse add-on for Google Chrome browser. Moreover, data extraction by the implementation of one program computer without the direct observation of human resources is the innovation of this study.