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Laser milling is a recent process in mould making, providing several advantages over traditional mould making technologies by reducing manufacturing time, shortening the number of machining operations and avoiding expensive electrodes. This paper investigates the influence of the operating conditions on both the surface quality and material removal for two types of materials commonly used in mould making.

Laser scanning strategies and operating parameters like scanning speed and laser frequency and power were tested, regarding surface quality and material removal rate. The most representative parameter of the real surface quality, R_k, the core roughness parameter, is used to characterise the surface finishing on all cavities.

The findings of this research work suggest that it is possible to significantly reduce processing time by increasing the hatch spacing up to a value close to the laser beam spot diameter, without compromising surface quality. Lower pulse frequencies and laser power are more appropriate whenever surface quality is an issue. Higher material removal rates are achieved by increasing both the pulse frequency till an optimum value and laser power. The increase of scanning speed reduces the material removal rate by decreasing the overlap degree between individual laser pulses.

The originality is to correlate the influence of the operating conditions of laser milling on both the surface quality and material removal for different types of materials.

Population censuses collect socio-demographic and economic information regularly and in an institutionalized manner. The decision of what topics to include in their questionnaires reflects political priorities, but also it is a materialization of symbolic power (Bourdieu, 1991; Loveman, 2005). Gender practices – including budgeting, policy-making, implementation and monitoring of programs – depend significantly on census results. Understanding the institutional dynamics of public statistics sheds light on structural obstacles to exercise gender rights. To study this phenomenon, the authors look at the last century of the Brazilian and Ecuadorian censuses. The research provides a better understanding about the process of including or rejecting questions related to gender, specifically the arguments used in the process of selecting questions. Brazil and Ecuador were chosen because of the different profiles of each of their statistical institutions. The Brazilian institute, IBGE, is a larger, stable and semi-autonomous statistical office; Brazil has conducted population censuses since the nineteenth century. The Ecuadorian institute, INEC, is a smaller and more politically dependent statistical office; it has conducted population censuses since 1950.

Using archival analysis within the questionnaires and interviewing key demographers, activists and statisticians in both countries, the authors argue that the presence or absence of gender questions in the Brazilian and Ecuadorian censuses is historically and politically contingent. In contrast to the dominant narrative that suggests that changes in the vision of public statistics is correlated with the modernization of the state, it appears that the statistical visibility of gender issues in each society does not follow a linear path.

This chapter is an unpretentious attempt to arouse teachers and educators to convert classrooms into democratic spaces for critical discussion about martial law in the Philippines, a form of military-ruled government during the time of Ferdinand Marcos, the president of the Philippines, who declared it in 1972. Using critical theory, pedagogy, and literacy as tools for engaging teachers in careful and rigorous academic exploration about the topic of martial law, this monograph encourages teachers to view themselves as cultural workers who intend to facilitate meaning-making with students through dialogue, critical deliberation, and courageous civic engagement. In addition, this chapter shares a list of critical pedagogy resources and reflective readings, a socially and culturally situated perspective, and a culturally responsive pedagogy for teachers in their quest for a more committed, caring, joyful, hopeful, and conscientious view of teaching as a human act of generosity and respect for students' identity and autonomy.