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The currently existing restrictions regarding the deployment of additively manufactured components because of poor surface roughness, porosity and residual stresses as well as their influence on the low-cycle fatigue (LCF) strength are addressed in this paper.

This study aims to evaluating the effect of different pre- and post-treatments on the LCF strength of additively manufactured 316L parts. Therefore, 316L specimens manufactured by laser powder bed fusion were examined in their as-built state as well as after grinding, or coating with regard to the surface roughness, residual stresses and LCF strength. To differentiate between topographical effects and residual stress-related phenomena, stress-relieved 316L specimens served as a reference throughout the investigations. To enable an alumina coating of the 316L components, atmospheric plasma spraying was used, and the near-surface residual stresses and the surface roughness are measured and investigated.

The results have shown that the applied pre- and post-treatments such as stress-relief heat treatment, grinding and alumina coating have each led to an increase in LCF strength of the 316L specimens. In contrast, the non-heat-treated specimens predominantly exhibited coating delamination.

To the best of the authors’ knowledge, this is the first study of the correlation between the LCF behavior of additively manufactured uncoated 316L specimens in comparison with additively manufactured 316L specimens with an alumina coating.

Educational research and many aspects of the educational system in Germany are facing a challenge. With Germany’s participation in large-scale assessment studies such as PISA, the German educational discourse is increasingly incorporating international developments in terms of educational standards, accountability, and students’ performance testing. At the same time, the long-standing history of German Didaktik has influenced and shaped teacher education programs in Germany for decades. Research conducted at a German university shows how these two concurrent developments can be fused – without neglecting their distinct differences. A crucial aspect revealed in this work shows that preservice teachers are prepared for their future profession in a rather output- and standard-based educational system in inquiry-based classes. In these classes, their research-based reflective thinking, didactic expertise, and their leadership skills in the sense of didactic ownership are strengthened.

This chapter proposes an insight of the involvement of children in sustainability activities at the African Network for Policy Research and Advocacy for Sustainability (ANPRAS), a non-governmental organisation (NGO) established in Mauritius and affiliated with the African Union. The objective is to demonstrate that children, as ambassadors, and through civic actions, can assume leading positions to remind communities of their responsibilities towards the achievement of sustainability goals. The methodology is based on desk-based research, archived documents at ANPRAS office and information from its website. Data were analysed using the interpretivist paradigms. The overall findings show that children, as sustainability ambassadors, can act as potential agents of change, as they play pivotal roles in decision-making of their parents. Engaging children in sustainability actions transforms children into sustainability advocates and in return, they are empowered to rope in their parents, relatives, friends and peers. Children as sustainability transformers have successfully demonstrated how they aligned themselves with the philosophy of ANPRAS: a small step in sustainability, a significant step in philanthropy. Unlike a number of studies which portray children as undermined members of the community, this chapter by shows that children in Mauritius occupy a leading position in civic actions and sustainability activities organised by ANPRAS provide anecdotal evidence on children's pivotal roles in attaining sustainability goals. The chapter advocates for children empowerment which should be a core component of sustainability initiatives, as children's support is required to achieving the Sustainable Development Goals (SDGs). As a result, recommendations from this chapter give sufficient substance to explain that children are neither passive nor powerless. The conclusion of this chapter serves as inspiration to other NGOs and organisations seeking to engage children, as ambassador in sustainability initiatives.