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This paper aims to study the mass loss of three-dimensional (3D) printed materials at high temperatures. A preconcentration and analysis technique, static headspace gas chromatography-mass spectrometry (SHS-GC-MS), is demonstrated for the analysis of volatile compounds liberated from fused deposition modeling (FDM) and stereolithography (SLA) 3D printed models under elevated temperatures.

A total of seven commercial 3D printing materials were tested using the SHS-GC-MS approach. The printed model mass and mass loss were examined as a function of FDM printing parameters including printcore temperature, model size and printing speed, and the use of SLA postprocessing procedures. A high temperature resin was used to demonstrate that thermal degradation products can be identified when the model is incubated under high temperatures.

At higher printing temperatures and larger model sizes, the initial printed model mass increased and showed more significant mass loss after thermal incubation for FDM models. For models produced by SLA, the implementation of a postprocessing procedure reduced the mass loss at elevated temperatures. All FDM models showed severe structural deformation when exposed to high temperatures, while SLA models remained structurally intact. Mass spectra and chromatographic retention times acquired from the high temperature resin facilitated identification of eight compounds (monomers, crosslinkers and several photoinitiators) liberated from the resin.

The study exploits the high sensitivity of SHS-GC-MS to identify thermal degradation products emitted from 3D printed models under elevated temperatures. The results will aid in choosing appropriate filament/resin materials and printing mechanisms for applications that require elevated temperatures.

This chapter examines the characteristics, challenges and prospects of environmental governance and participation in issues pertaining to human health and the ocean in the CARICOM Caribbean region.

Utilising the fisheries sector – one of the principal economic, social and environmental drivers relating to the marine environment in the Caribbean region – we discuss the concepts of hierarchical governance in contradistinction to heterarchical governance. This is done through a socio-legal analysis of the predominant top-down model of governance, a discussion of the successes and shortcomings of bottom-up governance and a proposal for more inclusive participation methodologies in the region.

While the paradigm of new collaborative environmental governance was birthed in the aftermath of the 1985 Brundtland Commission Report, and moreso since the 1992 Rio Conference, this analysis will show that governance of the marine resource, and consequently how the individual is juxtaposed within this matrix, has not shifted from a position of hierarchy to one of heterarchy, as prescribed by the governance literature. Indeed, the structures for governance remain largely top-down in nature and while many states have begun to embrace more inclusive and participatory methodologies many of these interventions will need to be bolstered if the governance of the region’s marine resources is to progress from traditional top-down to more inclusive and representative typologies.

These concepts, when applied to the subject of environmental governance, will demonstrate that there needs to be an improvement in participatory environmental governance in the CARICOM region if the integrity of human health and the ocean is to be maintained. Importantly, while these methodologies strive for the formulation prescribed in Principle 10 of the 1992 Rio Declaration, and most famously exemplified in the 1998 Aarhus Convention, issues of environmental advocacy, transparency, inequality and justice need to be reconceptualised, if the region is to see prudent governance of the interface between humans and the ocean.

This research takes established concepts on the issue of locus standi in the common law legal tradition and juxtaposes it within the emerging paradigm of ecohealth and environmental governance. This conceptual framework has identified both the prospects and problems of environmental governance in the Caribbean region and may provide the basis for further research as well as more inclusive and sustainable environmental governance.

We investigate the effect of the PCAOB’s Part II report on annually inspected firms’ audit fees and audit quality. The PCAOB replaced the peer review auditor program with an independent inspection of audit firms. Upon completion of each inspection, the PCAOB issued inspection reports that include a public portion (Part I) of identified audit deficiencies, and (in most cases) a nonpublic portion (Part II) of identified quality control weaknesses. The Part II report is only made public when the PCAOB deems that remediation was insuffcient after at least 12 months have passed. Starting around the time of the 2007 Deloitte censure (Boone et al., 2015), the PCAOB shifted from a soft synergistic approach to an antagonistic approach, such that Part II reports were imminent, despite delays that ultimately led to their release one to four years later than expected. Our study spans the period from 2007 to 2015, and examines the effect on audit fees and audit quality at the earliest date that the Part II report could have been released – 12 months after the Part I report was issued. We find that following the 12 month period, that annually inspected audit firms eventually lost reputation by lower audit fees, while they concurrently made remedial efforts to increase the quality of their client’s financial reporting quality (abnormal accruals magnitude and restatements). However, three years after the Part II report was actually released, audit fees increased.

ABA has been described as a precise psychological approach to the study of behavior (Bailey & Burch, 2002), involving well-defined principles that can be used in the analysis and modification of individual behavior (Miltenberger, 1997). Special education, on the contrary, has been characterized as “a customized instructional program designed to meet the unique needs of the individual learner” (Gargiulo, 2009, p. 9). Certainly the two disciplines have much in common; indeed, ABA specifically addresses issues at the focal point of IDEA. For instance, ABA's stance on the right to effective behavioral treatment (Van Houten et al., 1988) is similar to special education regulations regarding the right to an appropriate public education and the right to be educated in the least restrictive environment.

This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students’ goals to address these issues in their careers. This work provides evidence of how students’ agency beliefs may be shaped by higher education, which is essential to workforce development.

Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing.

The results indicate that undergraduate studies tend to reinforce students’ engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges.

The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education.

Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact.

This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance.

This work is a first step toward understanding how undergraduate experiences impact students’ engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students’ engineering agency and goals to make a change through engineering.

GLASGOW was later by about one hundred and thirty years than some of the Scotch towns in establishing a printing press. Three hundred years ago, though Glasgow contained a University with men of great literary activity, including amongst others Zachary Boyd, there does not appear to have been sufficient printing work to induce anyone to establish a printing press. St. Andrews and Aberdeen were both notable for the books they produced, before Glasgow even attempted any printing.

In research on the circular economy, business models are often taken as a focal point since their essential functions are both to create value and to capture part of that value. This chapter investigates whether and how circular business models can be “opened up” to creating and capturing value by utilizing a firm’s main asset not only in its own operation but also in other firms’ businesses. We hereby take the perspective of producing companies which face various challenges over the entire product life cycle and empirically analyze a case of five companies which are part of a joint innovation toward circularity in the plastics industry. Building on a grounded theory approach, we propose a new framework for companies which combines insights about open business models with circularity. When moving toward circularity, producing companies are advised to expand their dyadic perspective of suppliers, on the one hand, and customers, on the other hand, to a network perspective and open their business models.

As most existing computer‐aided design systems do not provide part feature information which is essential for process planning, automatic part feature recognition systems serve as an important link between Computer Aided Design (CAD) and Computer Aided Process Planning (CAPP). Attempts to provide a structural framework for understanding various issues related to part feature recognition. Reviews previous work in the field of part feature recognition and classifies known feature recognition systems for the sake of updating information and future research. Briefly introduces about 12 systems. Studies 31 systems and lists them in the Appendix based on 60 references. Comments on future research directions.

Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set.

The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics.

There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model.

This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.