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The purpose of this paper is to utilize the selective laser sintering (SLS) process to fabricate scaffolds with complex pore shapes and investigate the effects of pore geometry in vitro. The pore geometry of scaffolds intended for use in bone repair is one of the most important parameters used to determine the rate of bone regeneration.

Scaffolds with five different architectures, having approximately 50 per cent porosity, were fabricated with silicate (13–93) and borate (13–93B3)-based bioactive glasses using the SLS process. An established late-osteoblasts/early-osteocytes cell line was used to perform cell proliferation tests on the scaffolds. The cell-seeded scaffolds were incubated for two, four and six days followed by MTT assay to quantify the metabolically active cells.

The results indicated that the cells proliferate significantly more on the scaffolds which mimic the trabecular bone architecture compared to traditional lattice structures. The surface roughness of the SLS-fabricated scaffolds drives the initial cell proliferation which is followed by curvature-driven cell proliferation.

There have been very few studies on the effects of pore geometry on tissue growth and the existing reports do not provide clear indications. Instead of using bio-polymer or titanium-based scaffolds, we use bioactive glass scaffolds. The results obtained from this study add to the understanding of the effect of pore geometry on cell proliferation, which is based on the experimental data and analysis of the scaffolds’ surface curvature.

The purpose of this paper is to highlight the particularities of the time consumption of transactions performed in an insurance firm and the prospective impact on costing.

This paper uses the results of an archival study conducted on data collected in an insurance firm.

The results suggest that the reasons underlying the heterogeneity of transactions’ time consumption are multiple and rule out a systematic and unique explanation. They lend support to the importance of the “human effect” in explaining the time consumption of service transactions and support the need for more research into the evolution of marketing thought that subordinates the concept of transaction to the concept of relationship. In addition, our results not only suggest that the drivers of time consumption and their importance are contingent on the type of service activity performed within the same firm, but also that inside a generic service activity, deviations in time consumption remain due to the provision of specific services.

Services have their own characteristics which make it difficult to trace their resource consumption. Yet limited research has focused on examining the impact of services’ characteristics on predicting costs. Our findings contribute to our understanding of such impact and cast doubt on the possibility of obtaining accurate costs for very detailed transactions for an acceptable cost-benefit trade-off.

The critical dimension and the one that can unify knowledge through systemic interrelationships, is unification of the purely a priori with the purely a posteriori parts of total reality into a congruous whole. This is a circular cause and effect interrelationship between premises. The emerging kind of world view may also be substantively called the epistemic‐ontic circular causation and continuity model of unified reality. The essence of this order is to ground philosophy of science in both the natural and social sciences, in a perpetually interactive and integrative mould of deriving, evolving and enhancing or revising change. Knowledge is then defined as the output of every such interaction. Interaction arises first from purely epistemological roots to form ontological reality. This is the passage from the a priori to the a posteriori realms in the traditions of Kant and Heidegger. Conversely, the passage from the a posteriori to a priori reality is the approach to knowledge in the natural sciences proferred by Cartesian meditations, David Hume, A.N. Whitehead and Bertrand Russell, as examples. Yet the continuity and renewal of knowledge by interaction and integration of these two premises are not rooted in the philosophy of western science. Husserl tried for it through his critique of western civilization and philosophical methods in the Crisis of Western Civilization. The unified field theory of Relativity‐Quantum physics is being tried for. A theory of everything has been imagined. Yet after all is done, scientific research program remains in a limbo. Unification of knowledge appears to be methodologically impossible in occidental philosophy of science.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

Many instances of maladaptive behaviors are due at least in part to a lack of social skills. Although there are effective interventions for teaching social skills, generalization of trained social skills remains a challenge. One promising way to enhance generalization may be to use functional behavior assessments to select social skills to teach that can meet individuals’ specific needs. This chapter describes a process for embedding function-based support into social skills interventions that may generalize to untrained settings. The chapter concludes with a case study demonstrating generalization of positive peer interaction from recess to a classroom setting for a grade two student. Results indicated that the student’s behavior during recess and during classroom instruction both changed upon implementation of the recess intervention, and these behaviors maintained over three months after the intervention was withdrawn.

A key objective of the community care movement has been to achieve greater opportunities for people with learning disabilities to integrate and interact within their normal communities. Major barriers remain, however, for those individuals who are disabled and who also exhibit significant challenging behaviour. In addition to the unacceptability of the behaviours themselves, the support strategies used to remediate these challenges have also acted as a barrier to inclusion, because of their social unacceptability. The paper presents a model for supporting people who challenge that addresses these concerns by providing an effective, socially valid intervention approach.

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.