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This study aims to experimentally assess the effect of thickness and preparation direction on the damping properties of Sn58Bi and Sn3.0Ag0.5Cu solders.

Sn58Bi and Sn3.0Ag0.5Cu solder strips with different thicknesses were prepared from the bulk in longitudinal and horizontal directions, and the ratio of loss modulus and storage modulus of the samples was measured by the dynamic mechanical analysis method as the index of damping properties.

Sn58Bi and Sn3.0Ag0.5Cu solders exhibited viscoelastic relaxation, and their damping properties decreased with decreasing thickness. The damping properties of both solders had no obvious difference in longitudinal and horizontal directions. Sn58Bi has a more obvious high-temperature damping background than Sn3.0Ag0.5Cu solder. In addition, compared with Sn58Bi solder, Sn3.0Ag0.5Cu solder had an obvious internal friction peak, which moved toward high temperature with increasing frequency. The activation energies of Sn58Bi solder with a thickness of 0.5 mm at the longitudinal and horizontal directions were 0.84 and 0.67 eV, respectively, which were 0.39 and 0.53 eV, respectively, for the Sn3.0Ag0.5Cu solder.

The damping properties of Sn58Bi and Sn3.0Ag0.5Cu solder decreased with decreasing thickness, while their damping properties changed insignificantly when they were prepared from different directions. The internal friction peak of Sn3.0Ag0.5Cu solder moved to higher temperatures with increasing frequency.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

Teacher colleges played a significant role in the preparation of teachers for over 100 years in New Zealand. Teacher training colleges opened in the 1880s and served as the main institutions for teacher preparation. Toward the end of the twentieth century, the plight of teachers’ colleges once again fell victim to the ‘decline and demand cycle’ for teachers. Fueled by discussions regarding the extent teacher training should be “practically based in the classroom”, new government directions and policy priorities for the preparation of the teaching workforce were implemented. All teacher colleges experienced either staged amalgamations or ultimate closure. In the late 1970s and 1980s, the preparation of teachers entered a new phase as the responsibility shifted to the university sector, which included the training of kindergarten teachers. While the policy rhetoric imagined this to be an amalgamation, the reality was a process fraught with a number of anxieties, not the least of which were the intellectual shifts.

This paper aims to use cone-beam computed tomography (CBCT) and computer-aided design/3D printing technology to design and fabricate a drill guide template for access cavity preparation of permanent molars, and conduct a preliminary evaluation of its effectiveness.

CBCT scans were performed on two permanent maxillary first molars extracted due to periodontitis. Based on the scans, guide templates of access cavities were designed. The angle of the guiding cylinders was determined based on the direction of the long axis of the tooth. A 3D resin printer with high resolution was used to print the guide templates. The printed guide templates were used by a dentist with specialized clinical experience to perform access cavity preparation in a dental simulator. Then the prepared access cavities were scanned again by CBCT, and scan data were compared to the design data.

The 3D printed drill guide template had a close fit with the extracted tooth fit. The access cavity prepared using the guide template enabled the removal of the pulp chamber roof, and formed a straight-line access. Points were selected for measurement at regularly spaced intervals of 0.5 mm along the side wall of the access cavity. The mean deviation between the actual access cavities of the two permanent maxillary first molars and the designed cavities was less than 0.1 mm, with a maximum deviation of about 0.5 mm, showing a good conformance between the actual cavity and the designed cavity.

A drill guide template was designed and fabricated by 3D printing technology, which easily guided burs to complete the access cavity preparation work forming an ideal cavity shape with satisfying accuracy, and thus may reduce the complications during pulp chamber entry.

A range of educational reforms were implemented in the 1980s and 1990s. These reforms were underpinned by a fundamental assumption that education, in a similar way to any other service, can be traded as a commodity in the marketplace. This chapter identifies the shifting priorities of the state and explores the impacts of these educational reforms on the teaching profession. It traces the emergence of new forms of schools and schooling that are ostensibly part of the ongoing privatization of public education. Conclusions on future directions for both schools and the education of teachers are offered.

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

There are few challenges as daunting as achieving positive outcomes for students with emotional disabilities. A major obstacle is the generally poor quality of classroom instruction. Too few general education teachers or special education teachers possess the knowledge and skills to adequately serve this population of learners. Various factors account for the inadequate level of teacher preparation, including licensure requirements that emphasize quantity over quality, the research-to-practice gap, a train-and-hope rather than a train-and-coach approach to teacher preparation, and the absence of an infrastructure to support sustained use of evidence-based practices. I discuss each of these factors and offer some recommendations for improving the quality of teacher preparation and, in turn, the potential for more positive student outcomes.

The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014–2015) and first year of statewide implementation (2015–2016) when passing score requirements and fees were added. Survey results on candidates’ career aspirations provide concurrent validation.

Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year.

The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL’s internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial.

The study is limited to one state’s candidates, but findings are generalizable based on the wide range among candidates’ districts (demographically and economically).

The results are promising for the leadership preparation and assessment field, demonstrating the effectiveness of performance assessment for authentic evaluation of leadership candidates’ knowledge and skill and overall readiness for initial leadership work.

This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teachers’ training colleges. Although there are published histories of single teacher colleges, there has been no collective understanding of the role and purpose of these colleges in the development and preparation of teachers. This chapter is not a linear history of the development of teachers’ colleges, but rather an examination of the economic, political and social factors that affected the contested operations of these institutions. The implications for the preparation of elementary (primary), and post–primary (secondary) teachers are considered.