Search results

The COVID-19 pandemic has resulted in numerous innovative engineering design solutions, several of which leverage the rapid prototyping and manufacturing capabilities of additive manufacturing. This paper aims to study a subset of these solutions for their utilization of design for AM (DfAM) techniques and investigate the effects of DfAM utilization on the creativity and manufacturing efficiency of these solutions.

This study compiled 26 COVID-19-related solutions designed for AM spanning three categories: (1) face shields (N = 6), (2) face masks (N = 12) and (3) hands-free door openers (N = 8). These solutions were assessed for (1) DfAM utilization, (2) manufacturing efficiency and (3) creativity. The relationships between these assessments were then computed using generalized linear models to investigate the influence of DfAM utilization on manufacturing efficiency and creativity.

It is observed that (1) unique and original designs scored lower in their AM suitability, (2) solutions with higher complexity scored higher on usefulness and overall creativity and (3) solutions with higher complexity had higher build cost, build time and material usage. These findings highlight the need to account for both opportunistic and restrictive DfAM when evaluating solutions designed for AM. Balancing the two DfAM perspectives can support the development of solutions that are creative and consume fewer build resources.

DfAM evaluation tools primarily focus on AM limitations to help designers avoid build failures. This paper proposes the need to assess designs for both, their opportunistic and restrictive DfAM utilization to appropriately assess the manufacturing efficiency of designs and to realize the creative potential of adopting AM.

The weakest point in additively manufactured polymer parts produced by material extrusion additive manufacturing (MEAM) is the interface between adjacent layers and deposition toolpaths or “roads”. This study aims to predict the mechanical strength of parts by utilizing a novel analytical approach. Strength predictions are made using the temperature history of these interfaces, polymer rheological data, and polymer weld theory.

The approach is validated using experimental data for two common 3D-printed polymers: polycarbonate (PC) and acrylonitrile butadiene styrene (ABS). Interface temperature history data are collected in situ using infrared imaging. Rheological data of the polycarbonate and acrylonitrile butadiene styrene used to fabricate the fused filament fabrication parts in this study have been determined experimentally.

The strength of the interfaces has been predicted, to within 10% of experimental strength, using polymer weld theory from the literature adapted to the specific properties of the polycarbonate and acrylonitrile butadiene styrene feedstock used in this study.

This paper introduces a novel approach for predicting the strength of parts produced by MEAM based on the strength of interfaces using polymer weld theory, polymer rheology, temperature history of the interface and the forces applied to the interface. Unlike methods that require experimental strength data as a prediction input, the proposed approach is material and build orientation agnostic once fundamental parameters related to material composition have been determined.

The purpose of this paper is to understand how Design for Additive manufacturing Knowledge has been developing and its significance to both academia and industry.

In this paper, the authors use a bibliometric approach to analyse publications from January 2010 to December 2020 to explore the subject areas, publication outlets, most active authors, geographical distribution of scholarly outputs, collaboration and co-citations at both institutional and geographical levels and outcomes from keywords analysis.

The findings reveal that most knowledge has been developed in DfAM methods, rules and guidelines. This may suggest that designers are trying to learn new ways of harnessing the freedom offered by AM. Furthermore, more knowledge is needed to understand how to tackle the inherent limitations of AM processes. Moreover, DfAM knowledge has thus far been developed mostly by authors in a small number of institutional and geographical clusters, potentially limiting diverse perspectives and synergies from international collaboration which are essential for global knowledge development, for improvement of the quality of DfAM research and for its wider dissemination.

A concise structure of DfAM knowledge areas upon which the bibliometric analysis was conducted has been developed. Furthermore, areas where research is concentrated and those that require further knowledge development are revealed.

This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.

This chapter provides an extensive review of literature on the interaction between and interdependence of informal and formal working practices in various workplace settings. The aim of the chapter is to elucidate the organisational, managerial, human relations and social factors that give rise to informal work practices and strategies, on the shop-floor not only at workers and work group levels but also at supervisory and managerial levels. This chapter helps the reader to understand the informal work practice of making a plan (planisa) in a deep-level mining workplace.

Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially true for students with learning and behavioral disabilities, who require highly effective instruction to succeed in school and achieve their goals. In this volume of Advances in Learning and Behavioral Disabilities chapter authors provide readers with accessible information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas. Educators can use this content to inform and enhance their instructional decision making. To contextualize subsequent chapters, in this introductory chapter we discuss the research-to-practice gap in special education, the importance of considering scientific research when making instructional decisions and considerations for interpreting and applying research findings on instructional practices. We conclude with a preview of the chapters in the volume.

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.