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No company or industry can afford to be ill equipped to meet the mounting environmental challenges. Here is what some companies are doing.

Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.

The value which can be placed upon the rights of property in a name of a commodity, a food or drink, perhaps famous all over the world, which has come down to us through the centuries, is incalculable. Most of such foods and drinks have a regional association, and are prepared according to methods, often secret, handed down from one generation to another and from locally grown and produced materials. Nowhere are such traditions so well established as in cheese‐making and the wine industry. The names do not signify merely a method of manufacture, since this can be simulated almost anywhere, nor even the raw materials, but differences in climate, the soil and its treatment, its produce, harvesting, even in the contaminants of environment. Rochfort cheese, for example, is made from ewe's milk, but most important, with mould growths found only in the caves of that part of France where it is stored.

Current methods for the preparation of composite powder feedstock for selective laser melting (SLM) rely on costly nanoparticles or yield inconsistent powder morphology. This study aims to develop a cost-effective Ti6Al4V-carbon feedstock, which preserves the parent Ti6Al4V particle’s flowability, and produces in situ TiC-reinforced Ti6Al4V composites with superior traits.

Ti6Al4V particles were directly mixed with graphite flakes in a planetary ball mill. This composite powder feedstock was used to manufacture in situ TiC-Ti6Al4V composites using various energy densities. Relative porosity, microstructure and hardness of the composites were evaluated for different SLM processing parameters.

Homogeneously carbon-coated Ti6Al4V particles were produced by direct mixing. After SLM processing, in situ grown 100–500 nm size TiC nanoparticles were distributed within the α-martensite Ti6Al4V matrix. The formation of TiC particles refines the Ti6Al4V β grain size. Relative density varied between 96.4% and 99.5% depending on the processing parameters. Hatch distance, exposure time and point distance were all effective on relative porosity change, whereas only exposure time and point distance were effective on hardness change.

This work introduces a novel, cost-effective powder feedstock preparation method for SLM manufacture of Ti6Al4V-TiC composites. The in situ SLM composites achieved in this study have high relative density values, well-dispersed TiC nanoparticles and increased hardness. In addition, the feedstock preparation method can be readily adapted for various matrix and reinforcement materials in future studies.

Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determination, and experience diminished quality of life. Accordingly, researchers in special education and related fields have sought ways to improve the communication skills of learners with autism who need specialized language and communication interventions. Although the Picture Exchange Communication System (PECS) is well-established in the empirical literature and has helped countless individuals learn to communicate, the method known as facilitated communication (FC; which also is being called “supported typing” and “rapid prompting method”) has become increasingly popular in recent years. Few methods in special education have been as thoroughly discredited as FC and perhaps none are as dangerous. This chapter contrasts the thoroughly debunked FC and its pseudoscientific characteristics with those underpinning PECS. A brief historical account of each method is provided along with key scientific and pseudoscientific features that distinguish science from pseudoscience. Ultimately, our intent is to further clarify how FC is not an augmentative or alternative communication method and why PECS is.

The purpose of this study is to empirically examine the utility of information systems (IS) success models in mandatory e-government services, as opposed to the volitional ones that have been the focus of previous studies. The models include the technology acceptance model (TAM) (1989) and Seddon’s model (1997), which involve three (ease of use, usefulness and citizens satisfaction) and four variables (system quality, information quality, usefulness and citizen satisfaction).

The models were compared based on a survey conducted on 780 foundation year students of government universities in Saudi Arabia. The Saudi Government has launched a mandatory e-government service geared to assist high school graduates in the university academic admission process. The goodness-of-fit and parsimony of fit indices and the explanatory power were used to compare the two models.

The structural equation modeling techniques revealed that overall, the two models both exhibited reasonable fit with the collected data, whereas TAM showed the best fit to the sample data and yielded superior goodness-of-fit indices over Seddon’s model. In terms of explanatory power, Seddon’s model predicted 28% (R² = 0.28) of the variance explained for citizen satisfaction, whereas TAM predicted 21% (R² = 0.21). All the parsimony of fit indices favored TAM over Seddon’s model.

This study examined the validity of TAM and Seddon’s model, using citizen satisfaction as the dependent variable to compare them. TAM and Seddon’s model were modified to better fit the current research context of mandatory e-government services; thus, the findings may not hold for their original or other voluntary settings. In addition, the focus on a single survey for a certain time in a certain territory of mandatory e-government service may have limited the generalizability of the results to other mandatory contexts. Future research should make use of large, cross-sectional samples in different mandatory contexts to enhance result generalization.

This study’s findings can provide e-government practitioners with deeper perceptions of how to address citizen satisfaction with mandatory e-government services. The results exposed usefulness as the common and major construct, having the strongest influence on citizen satisfaction in both TAM and Seddon’s model; thus, maximizing the benefits of e-government services for citizens is crucial to their success. The causal relationship between information quality and citizen satisfaction was not supported. This supports the perspective that e-government services are currently evolving quickly, becoming more integrated and easier-to-use, generally requiring only a few clicks and less information.

This study has extended the assessment of the validity of IS success models to a mandatory IS usage setting. The comparison study of different IS success models is crucial as it acts as a guide for researchers to determine the trade-off between the models used to conduct research on a particular context. The study concludes that TAM is the most parsimonious and universal model for the study of user satisfaction in mandatory contexts. The findings will provide e-government practitioners with insights into IS success measures suited to enhance the effectiveness of newly and future mandated e-government services.

Little attention has been given to the mental and physical health impacts of COVID-19 on the academic public health workforce. Academic public health is an important support mechanism for public health practice, providing expertise and workforce training, conducting research, disseminating evidence-based scientific information to both public health and lay audiences, and serving as a supplementary workforce when additional resources are needed. These roles become more important during a public health emergency, particularly during a prolonged public health crisis like the COVID-19 pandemic. As a result of the COVID-19 response, the roles of academic public health have expanded to include developing and implementing contact tracing, surveillance, testing, and vaccination programs for universities and their surrounding communities, all while continuing to prepare students and support the public health practice workforce in their ongoing efforts. As in other responder groups, this has resulted in significant mental health effects and burnout among public health academicians. The authors suggest important steps that can be taken to improve the resilience of the academic public health workforce and to support their contributions during prolonged public health emergencies.