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The present research investigates tailoring the physical properties of stereolithography (SL) epoxy‐based resins by dispersing controlled small amounts of multi‐walled carbon nanotubes (MWCNTs) directly in SL resins prior to layered manufacturing.

A modified 3D Systems 250/50 SL multi‐material machine was used where the machine was equipped with a solid‐state (355 nm) laser, unique ∼ 500 ml vat, overfill drain vat design that continuously flowed resin into the vat via a peristaltic pump, and 8.89 by 8.89 cm² platform. The vat did not include a recoating system. Pumping the composite resin assisted in maintaining the MWCNTs dispersed over long periods of time (with MWCNT settling times on the order of one week). The research approach required developing a method for dispersing the MWCNTs in SL resin, determining new SL build parameters for the modified resin and SL machine, and building and testing tensile specimens.

Mechanical mixing and ultrasonic dispersion provided simple means for dispersing MWCNTs in the SL resin. However, MWCNT agglomerates were observed in all the parts fabricated using the filled resins. Each concentration of MWCNTs resulted in a “new” resin requiring modifications to the SL build parameters, E_C and D_P. Once characterized, the modified resins performed similar to traditional resins in the SL process. Small dispersions of MWCNTs resulted in improvements in the tensile strength (TS) (or ultimate tensile stress) and fracture stress (FS) of tensile specimens as 0.025 percent (w/v) MWCNTs in DSM Somos^® WaterShed™ 11120 resin resulted in increases in TS and FS of 5.7 percent and 26 percent, respectively, when compared to unfilled resin. Increasing the concentration of MWCNTs to 0.10 percent (w/v) resulted in increases in TS and FS of 7.5 percent and 33 percent, respectively, over the unfilled resin. Transmission and scanning electron microscopy showed strong affinity between the epoxy resin and the MWCNTs.

Additional MWCNT type and concentrations in various SL resins should be investigated along with additional means for dispersion to provide sufficient information on developing new SL resins for unique functional applications.

It is anticipated that the methods described here will provide a basis for further development of advanced nanocomposite SL resins for end‐use applications.

This research successfully illustrated the dispersion and use of MWCNTs as a reinforcement material in a commercially available SL resin.

Pulque is a fundamental piece in the Mexican gastronomy and identifying consumers’ perception could help promote it and generate new opportunities of commercialization. The purpose of this paper is twofold: first, to explore the underlying factors that influence consumers’ perception toward pulque, and second, to identify groups of consumers according to their perception.

A questionnaire was designed and applied to 220 consumers within points of sales. Exploratory factor analysis (EFA) was undertaken and hierarchical cluster analysis (HCA) was used to identify different groups of consumers.

By means of EFA three factors were obtained: traditionality, bad reputation of pulquerías and functional beverage. In order to identify different consumption patterns among consumers, HCA was performed and three groups were identified: traditional, neo-consumers and neo-consumers in transition. The groups identified showed significant differences in their perception.

Pulque has recently gained interest in various consumer sectors, mainly among young consumers, who are consuming and promoting the beverage these days. In this sense, the results of this work could be used for its promotion and consumption in order to attract more consumers and make a contribution to the development of local economies.

This is the first work in Mexico to explore the perception of consumers toward pulque: the most important traditional fermented beverage in Central México. Results of this research suggest the appearance of a revaluation process among young consumers, more informed and with greater sensitivity toward traditional Mexican food, particularly in the case of pulque. Likewise, these results could be useful for producers and sellers to carry out commercial strategies and promote the drink.

This paper aims to propose future public policy guidelines (FPPG) in sustainable regional development for Guaviare (Colombia) – a territory affected by environmental and social distress – for the year 2035.

Following collective action theory and sustainable regional development literature, a foresight exercise was conducted using site focus groups and semi-structured interviews with local participants to identify future strategic change drivers and the most relevant social actors for the attainment of economic, social and environmental development in the Guaviare through FPPG.

The findings suggest that the development of public policies regarding building consensus around Guaviare’s economic, environmental and social issues, reducing conflict between the region’s cultural and environmental ways, decreasing isolation from the centers of decision-making, increasing the transparency of public institutions and reducing insecurity to attract investments are all crucial to attaining sustainable regional development.

Interdisciplinarity is implicit in the local perspectives on the problem that impedes sustainable development in San José del Guaviare. The paper’s main contribution is the long-term vision that breaks away from the traditional short-termism in public policy guidelines in a Latin American context. Methodologically, the significant contribution is the convergent alignment of specific foresight methods toward public policy guidelines’ analysis and design processes.

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).

In the 30 years since Giroux (1983) named schools as a site of resistance, little has happened to sustain and embed that practice in schools. The contexts, structures, and policies in schools do not foster opportunities for resistance, and schools of education do not prepare teachers to support students’ critical actions in schools, ensuring the reproduction of inequity and injustice. While this is true for all historically marginalized groups, the specific legacy of discrimination (i.e., threats of deportation) faced by Latinx students and communities in the western United States often serves to silence their voices and efforts at resistance (Darder, Noguera, Fuentes, & Sanchez, 2012). In this chapter, we examine data from a student voice research project, including weekly observations (n = 102) for the school year across three public school classrooms, teacher reflections, and student work. This work is framed by the theory of sociopolitical development, implicating both teachers and students in the process of resistance and liberation. The data we explore captures (1) early conversations between students and teachers about issues of racial and economic injustice, (2) the initial resistance of students to having those conversations, (3) increasing trust between teachers and students supporting engagement with the issues, (4) students’ active resistance toward the issues that impacted them, (5) teachers and students working together to challenge unjust policies – at the school, district, and state level.