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The purpose of this paper is to describe how 3D printing and scanning technology was implemented by the Dalhousie University Libraries in Halifax, Nova Scotia. Insights will be outlined about the benefits of these technologies in terms of data visualization and archival practices, as well as the potential user base for library‐centered 3D printing and scanning services.

This paper describes why the Dalhousie University Libraries purchased a 3D printer and scanner, the challenges of maintaining these technologies and instructing students in their use, and how Dalhousie faculty members and students have made use of these technologies for their own research purposes.

3D printing and scanning technologies can be of use to a much wider range of Faculties than have traditionally had access to them. The unique role libraries have on university campuses allows them to function as universal access points for these technologies. By offering 3D scanning technology, they can also use this technology internally for archival purposes.

While much has been written on 3D printing and scanning technology, very little has been written about how these technologies could relate to academic libraries. This paper sets the groundwork for further exploration into how 3D technologies can improve and expand library services.

The purpose of this paper is to describe the development of a 3D printing pilot project and 3D printing library service. Policy development, instruction, and best practices will be shared and explored.

This paper describes the implementation of 3D printing at the University of Regina Library and details successes, failures, and modifications made to better provide 3D printing services. This paper outlines one academic library’s experience and solutions to offering 3D printing for university patrons.

Although 3D printing has been around for a while, it still requires trial and error and experience in order to print successfully. Training and instruction is needed to run the 3D printer and understand how to develop 3D objects that will print successfully.

There have been many publications on 3D printing, but few that discuss problem solving, best practices, and policy development. 3D printing provides a way for patrons to learn about new technology and use that technology to help support learning.

The purpose of this paper is to develop the relationship among the three-dimensional-shaped (3D) knitwear on the flat knitting machine in a three-dimensional (3D) design model and the corresponding knitting in a two-dimensional (2D) pattern.

To do this, map functions are defined to convert the expression of the 3D-shaped knitwear to the horizontal and the vertical knitting. When the inverse functions of the map functions exist, one type is knitting in the 2D pattern can be determined with the aid of the knitwear expression in the 3D design model, when another type of knitting is in the 2D pattern.

The simulations indicate that the proposed scheme can implement the conversion from the 3D-shaped knitwear in the 3D design model to the corresponding knitting in the 2D pattern. In addition, the generated knitting by the proposed method can meet the technological requirements, which means that the knitting in the 2D pattern, converted by the proposed scheme, can be implemented in reality and the differences between the real knitwear can also be obtained as same as the map functions.

The generated 2D pattern can facilitate accelerating the design development of the 3D-shaped knitwear. Meanwhile, after accomplishing the 3D design, the relationship between 2D patterns in the two knitting directions is established through map functions.

Map functions proposed in this paper can be used in the 3D design model of the 3D-shaped knitwear so as to obtain the relatively accurate 2D paper appropriate for machine-knitting direction, which omits the process of designer's single 2D pattern after accomplishing the 3D design and saves the developing time.

To establish a method of transforming the 3D cutting patterns constructed and modelled into 2D patterns, excluding the fabric parameters.

Three methods have been developed for transforming 3D cutting part segments into 2D segments. They are based on the computer‐based application of the mathematical models developed. The mathematical models differ in their concepts and the application in a particular manner of transforming the 3D segments. Complex spatial matrix transformations have also been developed and used to further transform the 2D segments into the plane of chained 2D cutting pattern segments.

Two‐dimensional cutting patterns have been defined for the 3D garment model, initially constructed on a computer‐generated body model.

The method has been developed on an example of a 3D garment basic cut construction of a single article of clothing. However, the same principles can be applied and developed for any garment basic cut.

The mathematical models developed can be used in a new computer‐based application for the 3D garment construction and the development of the 2D cutting patterns, matched to individual physical characteristics.

The most outstanding property of the method developed is the possibility of gradual transformation of 3D cuts into 2D ones, with no need to define physical‐mechanical properties of the fabric used and no need to introduce fabric drape. The newly created 2D cutting patterns are of outstanding quality and preciseness.

To develop a new method for computer‐based 3D construction of garment basic cut on a computer generated body model.

The method has been developed on an example of a 3D garment basic cut construction on a virtual body model, determining the position of characteristic 3D points necessary for computer‐based definition of 3D cutting pattern contour segments. Contour segments modelling, as well as the modelling of 3D cut surfaces has been done using the NURBS objects.

A 3D garment cut has been constructed, such that matches physical characteristics of the body in question and offers the necessary comfort of the cut. The surface of the 3D cut has been divided into individual 3D cutting patterns.

The method has been developed on an example of a 3D garment basic cut construction of a single paper of clothing. However, the same principles can be applied and developed for any garment basic cut.

The 3D garment cut constructed can be further transformed into a network of polygons. Introducing fabric physical‐chemical properties fabric drape can be simulated, aiming at more realistic visualisation and further assessment of the garment fit. The 3D cutting patterns developed can be, applying computer‐based application of the mathematical models, transformed into 2D cutting patterns.

As compared to the methods developed by some previous investigations, the newly developed method offers the construction of garment 3D cut on a computer‐generated body model, granting the necessary comfort of the cut, which also means garment fitted to individual body characteristics. The 3D cut constructed can also be used as a starting point to define 2D cutting patterns in the following step, which will be matched to the physical characteristics of the model body, in the same way as the initial 3D cut.

Three-dimensional (3D) printing, also known as additive manufacturing, is a growing field for many professionals, including those in education. The purpose of this paper is to briefly review various ways in which 3D printing is being used to enhance classroom learning in the K-12 environment and to highlight how one academic library is supporting that endeavor.

According to “3D Printing Market in Education”, which reports on the anticipated development of 3D printing in the educational market for 2015-2019, 3D printing is expected to grow at a compound annual growth rate of 45 per cent (Business Wire).

In 2012, an article in The Economist declared 3D printing “the third industrial revolution”. The following year, President Obama, in his State of the Union address lauded 3D printing saying, “A once shuttered warehouse is now a state-of-the-art lab where new workers are mastering the 3D printing that has the potential to revolutionize the way we make almost everything” (Gross, 2013).

In China, 3D printer manufacturer Tiertime estimates that “90 per cent of its domestic market share comes from school laboratories, which need desktop 3D printers so students can learn, experience and design” (China taps 3D printing consumer market, 2015).

Computer‐aided fragmented cultural relics repair is an effective method instead of manual repair. The purpose of this paper is to provide a 3D digital patching system for computer‐aided cultural relics repair through using the scanned 3D data of fragmented cultural relics. It includes processes and tools that can be effectively used for fragmented cultural relics repair.

An automatic 3D digital patching for fragmented culture relics repair is designed. The framework includes a surface segmentation based on region dilation, feature extraction based on height‐map, pair matching and multi‐block matching.

The paper finds that the proposed 3D data patching is an efficient method for fragmented cultural relics repair.

Early and effective planning and implementation of computer‐aided fragmented cultural relics repair can significantly improve the reliability and availability of fragmented cultural relics repair.

The paper presents a uniform framework of 3D digital patching for fragmented cultural relics repair.

The purpose of this paper is to evaluate the influence of solder powders sizes applied in soldering materials used for Package-on-Package (PoP) system manufacture as well as other factors on reliability and mechanical strength of created solder joints in three-dimensional (3D) PoP structures.

The design of experiments based on the Genichi Taguchi method were used in the investigation. The main factors covered different printed circuit board (PCB) coatings, soldering materials with solder powders sizes from Types 3 to 7 and soldering profiles. The reliability of 3D PoP structures was determined by measurements of resistance of daisy-chain solder joints systems during thermal shocks (TS) cycles. The mechanical strength of solder joints in 3D PoP structures was determined by measurements of a shear force of “Top” layer of 3D structures at T0 and after 1,500 TS. The ANOVA was used for results assessment.

The size of solder powders applied in soldering materials had small (10 per cent) influence on mechanical strength of solder joints in 3D PoP structures. Small size of solder powder had positive effect on solder joints reliability in 3D PoP structures. Especially important was the selection of solder paste for “Bottom” layer of 3D PoP system (influence 17 per cent). Incorrect soldering profile (influence 46 per cent) or wrong selected PCB coating (influence 35 per cent) can very easily reduce the positive impact of soldering materials on solder joints reliability. It was stated that as low as possible soldering profile and organic solderability preservative (OSP) coating in the case of single-sided PCB are the best for 3D PoP structures due to their reliability.

This paper explains how different sizes of solder powders used nowadays in solder pastes influence on reliability and mechanical strength of the solder joints in 3D PoP structures. The contribution, in numerical values, of soldering materials, soldering profile and PCB coating on 3D PoP structures solder joints reliability as well as recommendations improving reliability of 3D PoP structures solder joints were presented.

Investigate the use of two imaging‐based methods – coded pattern projection and laser‐based triangulation – to generate 3D models as input to a rapid prototyping pipeline.

Discusses structured lighting technologies as suitable imaging‐based methods. Two approaches, coded‐pattern projection and laser‐based triangulation, are specifically identified and discussed in detail. Two commercial systems are used to generate experimental results. These systems include the Genex Technologies 3D FaceCam and the Integrated Vision Products Ranger System.

Presents 3D reconstructions of objects from each of the commercial systems.

Provides background in imaging‐based methods for 3D data collection and model generation. A practical limitation is that imaging‐based systems do not currently meet accuracy requirements, but continued improvements in imaging systems will minimize this limitation.

Imaging‐based approaches to 3D model generation offer potential to increase scanning time and reduce scanning complexity.

Introduces imaging‐based concepts to the rapid prototyping pipeline.

New techniques are required to link 3D whole body scans to manufacturing techniques to allow for the mass‐customization of clothes. This study aims to compare two methods of producing skirts based on 3D whole body scans.

Three females participated in the study. They were scanned with an accurate 3D whole body scanner. A set of relevant 1D measures was automatically derived from the 3D scan. The measures were incorporated in a skirt pattern and the skirt was made from jeans material. The second method was based on triangulation of the scanned waist‐to‐hip part. The points in the 3D scan were first converted to triangles and these triangles were thereafter merged with neighboring triangles of similar orientation until about 40 triangles remained. These triangles were sewn together to form a “patchwork”‐skirt. All females performed fit tests afterwards.

The fit of the 3D‐generated patchwork skirt was much better than the fit of the skirt generated by the 1D scan‐derived measures. In the latter case, two of the three skirts were too wide because the scan‐derived hip circumference exceeded the manually derived values. For the 3D generated skirt, it was necessary to enlarge the triangles with a factor of 1.025 to achieve optimal fit.

As far as is known, this is the first study that reports a direct conversion of a 3D scan to clothing without interference of clothing patterns. The study shows that it is possible to generate a fitting patchwork skirt based on 3D scans; the intermediate step of using 1D measures derived from 3D scans is shown to be error‐prone.