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The purpose of this paper is to use a wear test to determine the effect of sand on the wear rates of materials typically used in aerospace applications. Once a repeatable wear test has been established, it can be used to test any combination of materials or coatings. The effectiveness of several different test methods will also be evaluated, including the sample height, surface roughness and mass difference. In addition, the current work will observe the differences between applying sand before the samples are brought into contact or after. The wear rates obtained from these tests could also be used to predict the wear of other components in similar abrasive particulate environments.

A modified block-on-flat wear test of anodized aluminum on hard coat anodized aluminum was used to study this. The experiments were performed with and without sand to study the effects of the sand. Two methods of adding sand were also evaluated. Weighing and profilometry were used to study the differences between the tests.

Wear rates have been calculated based on both the change in the masses of the samples and the change in the height between the upper and lower samples over the course of each test. The wear rates from the change in the masses are repeatable with and without sand, but the results for the change in height show no repeatability without sand. In addition, only in the presence of sand do the trends for the two methods agree. The wear rate was found to be non-linear as a function of load and therefore not in agreement with Archard’s Wear Law. The wear rate also increased significantly when sand was present in the contact for the duration of the test. The sand appears to change the wear mechanism from an adhesive to an abrasive mechanism. Black wear particles formed both when there was sand and when there was not sand. The source of these particles has been investigated but not determined.

This work has not been previously published and is the original work of the authors.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Starting from an event occurring in 2018, I consider burials of abortive remains as a battleground for reproductive governances. Public debate on pregnancy loss is often intertwined with the abortion debate. In Italy this association caused a considerable delay in implementing practices recommended by international guidelines on pregnancy loss. In this essay, I analyse burial regulations and the ways in which they are enforced asking what is at stake when the State, the regions, the Catholic Church, healthcare and cemetery professionals and women undergoing a termination or a pregnancy loss decide what to do with bodily remains. What is the meaning of these peculiar dead bodies? How are they publicly named? What are the effects of the actions performed on fetal remains over the lived experiences of women and couples with different reproductive histories? Who has the right to make decisions over these peculiar bodies and relationships?

Based on a long-term ethnography on abortion and pregnancy loss in Italy, I explore the inherent complexity of these questions, arguing that burial practices conflict with abortion rights when they signify the body unequivocally, separating it from social and intimate relationships, fixing its identity and determining the conditions for its recognition. Human flesh, sociologically understood (Memmi, 2014), is both material and symbolic: a fluctuating reality that takes on different meanings and affects over time within relationships.

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Team-based projects are being used at work in various industries and in education. This paper aims to share a training strategy that integrates training with casual games to effectively prepare individuals to perform better in team-based settings due to their acquisition of team skills combined with their knowledge of tools including a team charter, communication plan and conflict resolution plan.

A training module was developed, deployed and tested in a virtual classroom of an upper-level undergraduate business class to emulate real-world team experiences. In the study, 342 of the 631 participants enrolled chose to complete the optional training module, which included pre- and posttests followed by a perception survey. A quasi-experimental design was used to evaluate the impact of the training upon team skills including communication, conflict resolution and feelings of belonging.

The pre- and posttest results for trainees indicated a significant increase in team process and development knowledge, which included concepts such as communication, conflict resolution methods, roles, goal-setting and expectation-setting. Survey results indicated a correlation between completing the team training module and improved communication within teams, particularly for teams developing a communication plan in addition to a team charter and conflict resolution strategies.

This research contributes to the literature on preparing individuals for success in teams through training and education using interactive games, while equipping them with tools to contribute to favorable team dynamics and outcomes. The results are applicable to business, organizations and training settings that incorporate team-based projects in online, hybrid and face-to-face settings.

Being a professional truck driver implies prolonged exposure to physical and psychosocial risks, which can affect health and work ability in the short and long term. The purpose of this paper is to examine the role of working conditions in truck drivers’ perceived health and retirement intentions in a Portuguese transportation company.

Using ergonomic work analysis (EWA), this study incorporates document analysis, observation and 16 interviews. Content analysis is applied to interviews’ transcripts.

In line with previous research, drivers acknowledged their activity as physically demanding (e.g. static postures, repetitive movements, heavy lifting) and psychologically demanding (e.g. high time pressure, lack of control, lack of work–family balance). Despite that, drivers report themselves to be in good health, with only some complaints related to back and knee pain. However, hard working conditions associated with ageing can contribute to gradual health deterioration, leading them to desire to retire before the legal retirement age.

The company can promote drivers’ health by creating a unit to provide psychosocial support and career orientation, improving the mentoring programme, and investing in training on occupational risk prevention.

This study is the first to use EWA to examine the impact of the complex relationship between truck drivers’ work and health in their retirement intentions, adopting a temporal perspective.

Current educational contexts in many countries are characterized by high heterogeneity and plurality. The inclusion of students who represent a range of life experiences, including migration, psychological difficulties, low socio-economic status or disability, has required schools to support diversity through identifying different ways of enhancing learning through personalization of instruction and attention to the needs of individuals at different stages of their lives. Despite knowledge of the advantages of diversity, in educational contexts in which students with disabilities or other vulnerabilities have been included, micro- and macro-exclusion and victimization phenomena continue to be experienced. It is essential, therefore, to identify effective interventions with the goal of reducing stereotypical views of difference and disability and enabling students to learn to collaborate, play and work with others. This chapter explores a number of evidence-based programmes and interventions to promote more inclusive environments from kindergarten through university, emphasizing the importance of mutual support and valuing of diversity, ensuring greater social justice for all.