Juan Luis Osa, Naiara Ortega, Gorka Vidal, Borja Fernandez-Gauna, Asier Carballo and Ibon Tolosa
The granular structure of a grinding wheel determines its performance remarkably when grinding. Nowadays, grinding wheels are man-made porous conglomerates of hard abrasive grains…
Abstract
Purpose
The granular structure of a grinding wheel determines its performance remarkably when grinding. Nowadays, grinding wheels are man-made porous conglomerates of hard abrasive grains bonded with a binder. As an engineered material, it would be interesting to foresee the behaviour of the wheel, but it is hindered under its complex heterogeneous nature. Recently, some models based on the discrete element method (DEM) have been presented to model the grinding wheel. This paper aims to identify and propose a framework that must comply with such models and to identify new applications for DEM models in grinding.
Design/methodology/approach
First, the characteristics of the grinding wheel are described. In this way, the framework of DEM models of a grinding wheel material is developed, reproducing both the granular morphology and stiffness.
Findings
The paper asserts a promising future that provides the DEM in the modelling of grinding.
Originality/value
The potential of DEM in grinding is analysed, proposing new applications. It can be used as topography model, which can also model the stiffness. In addition, DEM opens a new interesting research line: the modelling of the grit breakout. It draws up the development of essential dressing and wear models.
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José Carlos Vázquez-Parra, Isolda Margarita Castillo-Martínez, María Soledad Ramírez-Montoya, Juan Alberto Amézquita-Zamora and Marco Cruz-Sandoval
The study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The…
Abstract
Purpose
The study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.
Design/methodology/approach
The eComplexity instrument was applied to 370 undergraduate students in their first to ninth semesters in a private university in Western Mexico. Descriptive statistics were analyzed to determine the mean and standard deviation indicators and were tested for statistical significance. The convenience sampling methodology ensured that there were students from all semesters and a diversity of majors. The sampling aimed for a balance of men and women, resulting in 189 women and 181 men.
Findings
The results confirmed no statistically significant evidence to indicate differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, statistically significant differences were found in the perceived achievements of the sub-competencies of systems, critical and scientific thinking, which comprise the overall competency. Women presented a higher average perception of systemic and critical thinking achievement, and men had a higher perception of scientific thinking. The authors concluded that social and cultural elements influence the perception of achievement that men and women develop in thinking and solving problems.
Practical implications
Governments and educational institutions must establish training programs that do not follow gender stereotypes and promote reasoning-for-complexity skills equitably in men and women. It is necessary to create more scientific and academic spaces and projects involving women in the sciences; countries must emphasize this to improve their scientific competency. Only in this way will it be possible to reverse the perception that men and women have of their problem-solving skills and abilities, which, as this study shows, are more a matter of culture than capabilities.
Originality/value
Unlike previous studies, which analyze the competency of complex thinking in a particular way among its sub-competencies, this research sought comprehensive measurement. Furthermore, beyond measuring competency development, this study aimed to measure the perception of achievement. The authors believe this is the first step towards identifying elements of the social imagination that limit the formation of scientific thinking among women in Latin America.
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The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can…
Abstract
Purpose
The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices.
Design/methodology/approach
A literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development.
Findings
Librarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach.
Research limitations/implications
The publications reviewed were selective; not all papers on the topic were included.
Practical implications
Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically.
Originality/value
This paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.