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This paper aims to present an additive manufacturing-based approach in which a new strategy for a thermally activated local melting and material flow, which results in densification of printed structures, is introduced.

For enabling this self-organized relaxation of printed objects by the viscous flow of material, two interconnected structures are printed simultaneously in one printing process, namely, Structure A actually representing the three dimensional object to be built and Structure B acting as a material reservoir for infiltrating Structure A. In an additional process step, subsequent to the printing job, an increase in the objects’ temperature results in the melting of the material reservoir B and infiltration of structure A.

A thermally activated local melting of the polymethylsilsesquioxane results in densification of the printed structures and the local formation of structures with minimum surface area.

The present work introduces an approach for the local relaxation of printed three-dimensional structures by the viscous flow of the printed material, without the loss of structural integrity of the structure itself. This approach is not restricted only to the materials used, but also offers a more general strategy for printing dense structures with a surface finish far beyond the volumetric resolution of the 3D printing process.

Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic engagement with multicultural education.

Approach – Three semesters of fieldnotes, from one teacher educator's planning and execution of a blended learning format multicultural teacher education course, with face-to-face classes and asynchronous instruction through technology, document her struggles to create a blended learning curriculum model that explicitly addresses ways to impact teacher candidates' dispositions toward multicultural issues.

Findings – The inquiry raises hopeful questions about the possibilities of using stories and technology in a multicultural teacher education blended learning delivery setting. Additionally, the inquiry highlights fruitful tensions involved in making space for the stories of teacher candidates from both nondominant and dominant culture to become part of the curriculum of the class.

Research implications – Narrative inquiry's application as an empirical research method in the field of multicultural education is demonstrated. Highlighted particularly is the capacity in narrative inquiry methods to document places of tension and inclusion in multicultural teacher education.

Value – Awareness of the potential of storied ways of approaching diversity and the benefits of negotiating the tensions involved are of value to teacher educators exploring curriculum making in a blended learning format. Blended learning is reconceptualized beyond the blending of face-to-face and technologically mediated class sessions to include a notion of blending planned and lived curriculum and public and private learning opportunities.

In this chapter the author examines intergenerational transmissions of kindness through four generations of women in her family. Employing an autoethnographic approach (Ellis, Adams, & Bochner, 2011), the author shares her journey of understanding the importance of studying kindness in academia by acting as the connective tissue between the stories and how the author finds the meaning of kindness through her own experiences and interpretations. Using a research methodology called sensebreaking (Pratt, 2000), the author reveals how kindness acts as a catalyst to help recover from challenges by nurturing self-worth. Sensebreaking undoes meaning-making by disrupting the sensemaking process when contradictory evidence causes individuals to question their interpretation (Mirbabaie & Marx, 2020). The author demonstrates how these women struggle with the deep-rooted need for independence and dignity when facing a challenge and define random acts of kindness from others. Across the four generations, a theme of generativity is revealed, showing a need to nurture and guide younger people and contribute to the next generation.

This contribution explores the history of women and feminism in the Union for Radical Political Economics (URPE) using concepts from feminist radical political economy. A feminist approach changes the categories of economic analysis to offer a new interpretation of an older history: the formation of the Women’s Caucus. I reread the early history of the feminist project in economics through the lens of social reproduction to understand the influence of life experience on practice, particularly on the 1971 women’s walkout during a URPE conference, and on economic theory. Highlighting women’s multiple roles, as graduate students, mothers, wives, girlfriends, and/or caregivers – but ultimately as women – reveals social reproduction as a site of radical politics and demonstrates the importance of reproductive labor for understanding solidarity. In doing so, the analysis provides an example of how a feminist perspective contributes uniquely to economics.

Evidence from a study in Middlesborough is presented in favour of the proposition that an adequate analysis of domestic labour in modern society depends on taking into account its content and distribution. In particular, the characteristics of the gender division of domestic labour suggest the need for an integrated theoretical approach which draws on the insights of both Marxists, concerning the development of the capitalist mode of production and feminists concerning the operation and impact of patriarchy.

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.

David M. Gordon advanced labour economics with his theory of labour market segmentation, in which jobs rather than the marginal productivity of individual workers were the unit of analysis. He advanced economic historiography and macroeconomics by conceptualising social structures of accumulation – a framework built on the foundation of his institutionalist training and enriched by his study of Marxist economics. By appropriating methods from other social science disciplines into econometrics, he augmented empirical analysis in economics. He was a founding member of the Union of Radical Political Economics and its journal, the Review of Radical Political Economics – that advanced and promoted heterodox, radical, and Marxist economists in the United States. His contributions to economics, to organised labour, and to the New School for Social Research, where I studied with him, were stunning.

Part 1 lays out some context about the New School Graduate Faculty where Gordon taught. Part 2 explores what historical forces, including his family, led to his expansive creativity. Part 3 summarises how he expanded labour economics to include the relations as well as the technology of production, linked his understanding of the production process to a historical materialist view of labour in the United States, then extended that to econometric analyses of the US macroeconomy. Part 4 presents a bibliometric analysis to provide some idea of the impact of his work. I end with some concluding remarks.

The concept of “Thought Self‐Leadership” involves individual self‐influence through cognitive strategies that focus on self‐dialogue, mental imagery, beliefs and assumptions, and thought patterns. A plethora of studies from various fields including management, counseling psychology, sports psychology, education, and communication, address the effect of these Thought Self‐Leadership cognitive strategies on cognitions and behaviors. This research provides consistent support for the relationship between constructive self‐leadership of these cognitive processes and enhanced performance. The application of these cognitive strategies to the entrepreneurship domain, however, is sparse. We propose that the application of these principles to the entrepreneurial process offers the potential to enhance individual performance and mental states for both practicing and aspiring entrepreneurs. Propositions derived from the proposed framework are developed to serve as catalysts for empirically testing the applicability of Thought Self‐Leadership to the entrepreneurship context.