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Two-photon polymerization (TPP) has become one of the most popular techniques for stereolithography at very high resolutions. When printing relatively large structures at high resolutions, one of the main limiting factors is the printing time. The purpose of this paper is to present a new slicing algorithm to minimize printing times.

Typically, slicing algorithms used for TPP do not take into account the fact that TPP can print at a range of resolutions (i.e. with different heights and diameters) by varying parameters such as exposure time, laser power, photoresist properties and optical arrangements. This work presents multiresolution layered manufacturing (MLM), a novel slicing algorithm that processes 3D structures to separate parts manufacturable at low resolution from those that require a higher resolution.

MLM can significantly reduce the printing time of 3D structures at high resolutions. The maximum theoretical speed-up depends on the range of printing resolutions, but the effective speed-up also depends on the geometry of each 3D structure.

MLM opens the possibility to significantly decrease printing times, potentially opening the use of TPP to new applications in many disciplines such as microfluidics, metamaterial research or wettability.

There are many instances of previous research on printing at several resolutions. However, in most cases, the toolpaths have to be manually arranged. In some cases, previous research also automates the generation of toolpaths, but they are limited in various ways. MLM is the first algorithm to comprehensively solve this problem for a wide range of true 3D structures.

This systematic review aims to synthesize the literature reporting the motives, sociodemographic, attitude/behavior and impacts of fake news during the COVID-19 pandemic, targeting the general population worldwide.

A systematic review approach was adopted based on PRISMA, targeting articles published in five databases from January 2020 to November 2021. The screening resulted in 46 eligible papers.

Results indicate low level of awareness, knowledge, media/health literacy, low trust in science/scientists and entertainment/socialization to be the main motivating drivers for fake news dissemination, whereas the phenomenon is more prominent among those with low socio-economic status, and males. Negative impacts were reported due to fake news dissemination, especially violation to precautionary measures, negative affections, and low trust in government/news, with many believing that others are more susceptible to fake news than themselves.

Considering the pandemic is still on-going and the deleterious consequences of fake news, there is a need for cohort-based interventions from the concerned authorities.

The systematic review covers a wide timeline of 23 months (i.e. up to end of 2022) targeting five well-known databases, hence articles examined are deemed extensive and comprehensive. The review specifically focused on the general population with results revealing interesting motives, sociodemographic profiles, attitude and impact of this phenomenon during the COVID-19 pandemic.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0082.

This study introduces and investigates the concept of consumer pandemic animosity to (1) develop and validate a scale (i.e. CPAS) to measure consumer animosity in the context of a health pandemic; and (2) identify the effects of pandemic animosity on consumer purchase intentions in the field of general consumption and tourism.

The CPAS factor structure was initially tested on a sample of 201 American consumers based on participant interviews and expert evaluations. This exploratory phase identified two factors, namely CPAS emotions and beliefs, which were subsequently supported in the confirmatory factor analysis. Measurement and configural invariance of CPAS and discriminant and nomological validity were confirmed in an independent sample of 303 American consumers. A new sample of 203 Canadian consumers was used to test the external validity of CPAS by controlling for other types of consumer animosity dimensions. Structural equation modelling was used to test the effects of CPAS on consumer purchase intentions in general product consumption and tourism.

This study contributes to expanding on the conceptualization of the consumer animosity construct that has been dealt with in economics, politics, culture and religion but never of a pandemic health crisis to date. Results indicate the psychometric soundness of the CPAS and the multifaceted nature of this construct by clearly identifying two levels of animosity (i.e. beliefs and emotions). Moreover, the structural model shows a significant and unique impact of pandemic animosity on consumer purchase intentions and travel intentions.

This is the first empirical study proposing a new scale to measure the consumer disposition of animosity developed due to a pandemic affecting the world. It also offers a new dimension to the typology of animosity proposed by Jung et al. (2002): intentionality (intention-driven vs non-intention-driven). This paper presents a number of propositions that serve to identify testable hypotheses amenable both to validation and usefulness.

Visual representations of teachers and teachers’ work over the past century and a half, in both professional literature and popular media, commonly construct teachers’ work as teacher‐centred, and built around specific technologies that privilege the teacher as the active, dominant and legitimate principal agent in the educational process. This article analyses a set of photographs that represent an ‘alternative’ educational approach to normalised mainstream schooling, to explore the ways such practices might enact pedagogy within different social relations. Butler’s discussions of performativity and Foucault’s concept of technologies of self, offer a theoretical framework for understanding the educative and political work such visual representations of teachers work might perform, in the construction of capacities to imagine what teachers’ work looks like, with implications for capacities to enact teaching. The photographs analysed present a pedagogy in which the teacher is less visibly central and less overtly directive in relation to children’s learning than in normalised pedagogy. Thus, in important respects, they offer material from which to construct a different vision of what teachers’ work looks like, and, consequently, to enact teachers’ work differently. In this article I explore a set of photographs of Montessori methods at Blackfriars School in Sydney in the early twentieth century. I do so in order to establish whether such photographs offer a representation of teaching that differs significantly from conventional ‘normalised’ understandings of teachers’ work. This in turn is intended to inform one part of a transformative agenda to address problematic aspects of contemporary schooling.

The purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.

This introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.

The history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.

The history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.

The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century.

This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers.

A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted.

The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.

This paper aims to investigate the impact that building design has upon the quality of life for residents of a care home who have dementia. To present a balanced perspective, carers within the care home also participate in the research.

A case study methodological approach was adopted using one care home, ten residents and five staff as a sample frame. During interviews conducted, participants were asked semi-structured questions on how building design features impact upon the quality of life of residents. Questions posed focussed upon key design principles that emerged from a detailed review of extant literature.

Building design for people with dementia must consider a complex array of features to provide a safe and habitable living space for residents and family members who visit. This living space must also be suitably utilitarian and provide a workable environment for staff. Hence, an appropriate balance between these two competing requirements must be attained, and often a tailor-made solution is required that fits the individual’s level of dementia. Three prominent areas that study participants expressed a desire for were a safe environment; support for wayfinding, orientation and navigation; and access to nature and the outdoors.

The work reports upon the rarely discussed issue of building design for people with dementia and could be used by policymakers and construction firms to enhance their knowledge capabilities in this area. The research concludes with direction for future research which should seek to provide more evidence-based research vis-a-vis perception enquiry and extend this seminal work to a larger sample of care homes or people with dementia living at home.

As sustainability teaching and learning rises in importance, an increasing number of higher education institutions (HEIs) are assessing the effectiveness of their approach to sustainability education. However, most assessments fall short in determining the impacts of curriculum plans on learning outcomes. Therefore, this study aims to assess the impact of curricula on undergraduate sustainability knowledge and assess opportunities for improving sustainability education in HEIs.

A campus-wide survey deployed at California Polytechnic State University, San Luis Obispo, (Cal Poly) solicited data identifying students’ sustainability knowledge score (SKS). The survey collected responses from undergraduate student groups enrolled in different curriculum plans under different academic settings.

This study reveals that Cal Poly honors students enrolled in a structured sustainability curriculum have significantly higher SKS than general students (i.e. nonhonors students) enrolled in random sustainability courses. Further, taking at least three sustainability-related courses significantly distinguishes SKS for general students. The results also show that SKS does not significantly differ across colleges, suggesting that additional sustainability education can benefit all students.

Findings of this study provide statistical evidence to justify institutional efforts to integrate sustainability into existing courses, with the minimum requirement of three sustainability-related courses to make an impact on SKS for the general student population. Such efforts could represent the first steps toward developing sustainability education at a HEI and improving sustainability learning outcomes.

The purpose of this paper is to acquire thermal conductivities of both fresh and preheated polyamide 12 powder under various conditions to provide a basis for effective and accurate control during the laser sintering (LS) process.

A Hot Disk® TPS 500 thermal measurement system using a transient plane source (TPS) technology was employed for thermal conductivity measurements. Polyamide 12 powder was packed at different densities, and different carrier gases were used. Tests were also performed on fully dense laser sintered polyamide 12 to establish a baseline.

Polyamide 12 powder thermal conductivity varies with packing density and temperature, which is approximately one-third bulk form thermal conductivity. Inter-particle bonding is the primary factor influencing polyamide 12 thermal conductivity.

Limited ranges of density were tested, and the carrier gas needed carefully control to prevent powder oxidation. Thermal properties obtained were not tested in the LS process.

This experimental result could be used to enhance thermal control during the LS process.

The purpose of this paper is to identify and complete the existing lack of quantitative data at the crossroads between organizational support (OS) practices and project management success in global projects (GPs) and discuss implication of the results in perspective of the theory–practice gap.

Building on classical organizational theory and GP knowledge areas, a survey addressing GP practitioners was designed. This paper focuses on OS practices as success factors and addresses a subset of the survey (1,170 respondents across 74 countries).

OS practices included in the study were found to have high importance for managerial success. OS practices for selection and training of team members show significant correlation with project efficiency but have low adaptation in many organizations. Statistically significant correlations were found to be weaker than expected, indicating that the relation between OS practices (as success factors) and project efficiency (as success criteria) is more complex than expected.

The work constitutes opinion-based research and is vulnerable to variations in OS practices and the definition of success in different organizations and industries. The granularity level of the theoretical framework brought about relative high-level survey questions and may impact the applicability of the results.

To improve the efficiency of GPs, better implementation of OS practices for selection processes and training personnel has been suggested.

The theoretical alignment of classical organizational variables with GP knowledge areas and associated practices provides an original approach to the “theory–practice gap” discourse.