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The purpose of this paper is to empirically determine general models and methods for yield strength and modulus at different print orientations adequate for design purposes associated with typical fused deposition modeled (FDM) components/parts. Emphasis was placed on characterizing the impacts of anisotropy and resulting trends independent of material toward developing a method that matched the level of engineering required for current limited structural capabilities of FDM.

Tensile tests were performed with a range of unidirectional filament orientations of three different materials allowing for determination of the generalized models, which are then compared to previous findings of others.

Though anisotropic trends were similar to previous findings, minimum yield strength was found to be associated with filaments 75° from the loading direction resulting in a sinusoidal generalization. Modulus was found to be best approximated with an exponential decay. Resulting models allow for determination of yield strength and modulus in any orientation of FDM-printed material based on minimal testing.

This study is the widest range of angles and materials to be tested and analyzed for unidirectional FDM allowing for new trends to be identified. In line with the level of engineering required for most FDM components/parts, the resulting generalized models allow for determination of yield strength and modulus with less computation and minimal testing.

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.

The 2020 COVID-19 pandemic forced the world to rapidly translate our face-to-face interactions to remote, often computer-mediated ones. Many of us struggled to adapt since many instructors have built careers on in-person relationships. How would we maintain the humanity of an emergency remote classroom? How would we support our students’ growth when a rapid venue change was demanded? Our small, liberal arts college, like so many others, took up this challenge. In this chapter, we attempt to answer these questions using our reflections and student perceptions of successful and unsuccessful experiences. Following the switch to remote learning, we scrambled to develop and gain Institutional Review Board’s approval for a protocol which surveyed a rolling sample of our student population daily. The brief window of opportunity prevented piloting the protocol which was based primarily upon our team’s collective knowledge and experience as scholars and educators. The following fall, we followed up with a survey (aligned with the prior survey) and focus groups. We found that empathy within the classroom in this time of stress made all the difference. We relate what we’ve learned with respect to compassionate communications, course design, and adaptation. In each section, we offer a set of specific recommendations.

This paper aims to examine the impact of the Labor Management Reporting and Disclosure Act (LMRDA). It is expected that returns would have increased in response to the law’s passage, as it imposed a number of restrictions on unions vis-à-vis management and instituted many rules regulating unions’ internal affairs.

This paper uses event study methodology, which examines the impact of the law’s passage on the shareholder returns to the firms likely to have been affected by the law. Three different samples are used. Shareholder returns are examined on critical dates associated with the passage of the law to assess whether it benefited the firms in the samples.

Shareholder returns to firms expected to have been affected by the LMRDA fell in comparison to their competitors’ returns, indicating that the law was viewed by investors as being beneficial for firms. Presumably, the restrictions the law placed on unions were judged to be more important by investors than the improvement in unions’ image that might have resulted from the law, indicating that the law benefitted firms.

This is the first paper that has examined the impact of the LMRDA empirically to assess its impact on firms.

By making the explicit connections between the processes of urban-suburban racial transitions and Wilson and Kelling’s broken windows theory, this chapter proposes the linkage between concern for crime/disorder and anti-Blackness.

The contention is supported by recounting and highlighting key historical dynamics and their congruency with the original broken windows treatise; bringing in relevant research regarding racial coding and assumptions; surveys on residential mobility; and theoretical frameworks on colorblind racism.

The enduring popularity of broken windows theory is likely more due to its colorblind explanations of the suburbanization of urban Whites than to the explanatory merit of the theory. To explain the origin of such (problematic) concepts as “urban decay” and “crime-ridden communities,” the theory deflects concerns for determinative processes such as deindustrialization, integration, overpolicing, and historical anti-Blackness and provides a parable regarding a lack of vigilance in support of community norms, which in White communities have traditionally been segregationist. The moral of the parable is that “urban decay” is the result of Whites allowing desegregation to proceed after Brown v. Board.

This chapter provides a macro-discursive explanation for the popularity of broken windows theory and helps explain its centrality to the ongoing discussions regarding race, territorial and disorder policing, and practices such as stop-and-frisk.

The lived experience of HIV+ Black MSM (men who have sex with men) in the South exposes persistent racialized inequality. With the highest rates of HIV diagnosis in the country, Black MSM are made to feel unequal within the US LGBTQ community, thereby perpetuating long-standing inequalities between the groups. We argue that Whites' and Blacks' differing conceptions of racial equality serve to limit the extent to which comprehensive LGBTQ equality is possible as whiteness frames the LGBTQ experience in the United States. Examining how the country's racist story of nonaccess, representation, and exclusion has stymied coalition building to eliminate inequalities, findings reveal the structural impediments toward racial parity. Utilizing the case study of HIV+ Black MSM in the South, we examine the persistence of inequality amid the thrice interwoven intramarginalization of feeling excluded from sociopolitical spaces, having limited political representation, and engaging with racist body politics.