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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 paper aims to describe a letter written to undergraduate students before their enrollment in a required foundations course, Service-Learning in English Education, taken before admission to the English education program at [the university]. The course, offered in the spring of 2017, came on the heels of Donald Trump’s election to the US Presidency, an event that followed from a campaign that raged against “politically correct” social developments that respect the dignity of people historically marginalized in US society.

The letter lays out the perils of teaching a diversity-oriented course in an era of disdain for diverse people and cultures. The letter explains how the course design attempts to give all interpretive authority to the students through their selection of course books and the book club design of promoting discussion outside professorial surveillance.

The paper includes the comments of three students regarding their response to the letter and course, and concludes that teaching a politicized course in a tempestuous time is risky yet possible.

This paper looks at one teacher educator’s approach to introducing diversity-related ideas in a Red State during an anti-diversity presidency.

This chapter presents a critical reflection on delivering a lecture on the impacts of colonialism to a cohort of predominantly white, undergraduate students in the UK. This chapter provides an overview of the lecture, including its key content and how it built on a wider programme of learning. It then discusses student reactions to the lecture content, reviews the literature on teaching sensitive subjects, highlights what pedagogues in Higher Education (HE) can learn from this literature, and explores both teacher and student positionality. The chapter concludes that pedagogues in HE should pursue the teaching of sensitive subjects and not ‘give in’ to student discomfort. Not creating the conditions to discuss such issues in learning spaces ultimately sides with existing structures of power and privilege in HE that should be challenged. However, strategies need to be put in place to overcome students’ fears of discussing sensitive subjects. These strategies include pedagogues building up trust, facilitating open dialogue, and reflexively exploring positionality. These present both students and teachers with the opportunity to recognise and transform their own biases, perceptions, and attitudes to facilitate deeper and more democratic learning; and challenge existing structures of privilege in HE that benefit more powerful groups.

Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.

The purpose of this study is to outline a conceptual framework that can be used to organise and guide future research into how celebrity product endorsement creates equity for both the endorsed product‐brand and the endorsing celebrity.

The theoretical perspective adopted in this study is that celebrity product endorsement is a form of co‐branding.

The central thesis is that both endorser image and brand image serve as mediators in the equity‐creation process of celebrity product endorsement.

Research contributions and directions for future research are provided.

In this chapter, we outline the background to the present volume, including the history of the Emonet group and the origins of the book series. We argue that the volume subtitle “A coat of many colors” reflects the diversity of approaches to studying emotion in organizational settings. We then provide a summary of the 11 contributor chapters in the volume, which illustrates the wide range of emotion-related topics covered in the volume.

This chapter provides an overview of the chapters in the volume, and gives a brief summary of each chapter, explaining how each fits into the overall theme of the volume and listing the key contribution of each chapter.

The introduction concludes with a summary of main findings of the chapters, and how they shape the future of the field, concluding that, since emotion-related topics nowadays are so integrated into the mainstream literature in organizational behavior and organization theory, maybe there is no longer a need to address emotions as a stand-alone topic.

The chapters in this volume address a wide range of emotion-related topics in the fields of organizational behavior and organization theory and point to the future of research in this field.