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The creep behavior of polymer composites containing different weight percentages of poly(lactic) acid (PLA), thermoplastic polyurethane (TPU), and poly(ethylene) glycol (PEG) is experimentally characterized and computationally modeled using finite element analysis (FEA). The composite filaments are manufactured with melt extrusion method by using twin-screw extruders, and then are employed in the 3D printing of creep samples. The samples are tested under a constant tensile load of 100 N. In this study, the computational model is developed by using the Generalized Voigt-Kelvin solid model and three terms in Prony series. The equations of Prony series were obtained by the Laplace transformation of Kelvin model. The experimental creep displacements and strains are compared with computational results, and a good agreement between them is observed. The maximum error percentage in computational result is approximately 6% as compared to the experimental result. Hence, it can be said that the relatively simple computational models developed are reliable and can be used to study the creep behavior of similar polymers. The error percentages can still be reduced by considering a higher number of terms of Prony series in the model. Highlights * Studied creep behavior for additively manufactured thermoplastic polymer composites. * Developed computational model using three terms of relaxation modulus. * The experimental results correlate very well with the computational model. * Computational models can be used for other polymers. KEYWORDS 3D printing, composite filament, creep, finite element modeling, 1 | INTRODUCTION The polymers and polymer composites having improved properties are in great demand due to their high strength and lightweight. (1,2) They can be used in several applications [...]

Additive manufacturing of fabrics is an emerging research topic with potential applications in several industries including high performance wearable products and high-temperature textiles. Therefore, thermal, mechanical, and viscoelastic properties of such fabrics need to be determined. In this research, the thermomechanical behavior of additively manufactured plain weave fabrics at and above glass transition temperature ([T.sub.g]) is studied. The time-dependent mechanical response using a viscoelastic material model is represented by a Prony series as a function of frequency (f). Unit cells of plain weave fabrics are additively manufactured using poly(lactic) acid (PLA). Tensile and compression tests were performed on unit cells in a thermal environment using dynamic mechanical analysis (DMA). A multiphysics finite element model is implemented to duplicate the experimental setup. The experimental results are compared with that of computational results. The relative error percentages in the peak forces at each temperature are 23.60% at 60[degrees]C, -8.85% at 65[degrees]C, and -6.25% at 70[degrees]C. A better agreement in peak forces is seen for unit cells above [T.sub.g]. The computational model developed for unit cells is used to predict the thermomechanical-viscoelastic response of large additively manufactured fabric structures which is difficult to evaluate experimentally. KEYWORDS 3D printed textile, additive manufacturing, multiphysics finite element modeling, simulation, 1 | INTRODUCTION A wide variety of methods have been used to manufacture fabrics with high strength, high flexibility and good tear resistance. [1,2] Depending on the method adopted, a [...]

Student suicide is a serious issue facing intermediate/secondary schools. Teachers have the potential to play important roles in addressing such risk. This study utilized semi-structured interviews with six intermediate/secondary teachers in Newfoundland concerning their experiences of working with a student who had returned to the classroom after an attempted suicide. Coding was utilized to determine common themes among the data. Findings indicated teachers experienced shock, uncertainty, anxiety, and fear in terms of how to handle such situations. Participants also discussed various issues around access to student information and some noted limited knowledge of appropriate courses of action. They recommended proactive and inclusive policy/program development as well as teacher preparation in the area of preventing student suicide attempts. Study results are discussed in the context of the needs of teachers, along with a focus on teachers' perceptions of what they needed to support their students. The role of the wider school system in supporting teachers and students when it comes to suicide is also a major consideration.

The purpose of this study was to explore university students' expectations of confidentiality when they make disclosures to their university professors. A secondary purpose was to consider if students have a higher expectation of confidentiality when talking with Psychology professors versus professors in other disciplines. Students were asked to complete online survey scenarios assessing their expectations for confidentiality during various student-professor exchanges. Independent variables included professor discipline and disclosure location. Results suggested that students maintain a high degree of confidentiality expectations when making disclosures to their professors, especially when these disclosures happen in the professor's office. Implications for teaching and future research are discussed.

Turnover is a significant problem in the school system, but little is known about turnover and turnover intention among school counsellors. Previous studies point to several aspects of school counsellors' roles which may relate to turnover intention, and given the important role school counsellors play for students, parents, and other teachers, it is important to understand what factors contribute to turnover intention in this population. In this study we examined workplace stress, employee self-esteem, organisational identification, and organisational commitment as possible predictors of turnover intention among 98 school counsellors in Newfoundland and Labrador, Canada. Tenure as a school counsellor, work-stress effort, and in-group ties predicted turnover intention. Implications and future research priorities are discussed with a focus on school counselling.

In the connected age of the model‐based enterprise and model‐based systems engineering (MBSE), new systems engineering tools are needed to move from a functional, document‐centric, hierarchical view of data and information to the individual units of data or data element level view. Data element mapping and analysis (DEMA) is a technology‐agnostic analytical methodology that combines traditional functional analysis techniques, systems engineering elicitation practices, and novel data mapping techniques to provide a holistic view of a system's data and information flows at the individual units of data (data element level). In this research, DEMA was utilized to enable an enhanced system definition for the development of a verification and validation process as applied to a modeling and simulation environment. DEMA uncovered and visually mapped the hidden flow of approximately 1600 data vessel occurrences as inputs or outputs to 79 functional activities in 23 disparate storage locations. The results reveal that DEMA is a practical tool for both improving existing systems and defining new systems. The data element level view captured by DEMA can be used to define the interconnections between the system elements that are input to systems modeling language (SysML) models. Therefore, DEMA is a necessary and novel tool that can be used to enable system digitalization. [ABSTRACT FROM AUTHOR]

Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress management. In light of the study findings, the author presents a curriculum framework for the development of a course focused on individual stress management for pre-service teachers as a means to facilitate increased availability of such coursework in Canadian teacher preparation programs. Potential areas of future research are also presented. (Contains 4 footnotes.)

Teachers have tremendous impact on school counselling service utilization in terms of teacher-counsellor consultation and student referral. Thus, ensuring that teachers understand the roles and responsibilities of school counsellors is critical. As teachers' understanding of the school counselling role can be impacted during preservice teacher training and little has been published on preservice teachers' views of school counselling, the authors of the current study opted to explore preservice teachers' perceptions of school counsellor responsibilities. Ninety preservice teachers from Newfoundland and Labrador completed the survey. Results suggested that although preservice teachers appear to have a moderate degree of knowledge regarding a subset of school counsellor responsibilities, more effort is needed to systematically inform preservice teachers about the responsibilities of the school counsellor role. Implications for training and for school counsellor practice are discussed.

Community-based research (CBR) and counselling practice share multiple skill sets and ideological tenets. In addition, CBR offers an approach to research that can be highly conducive to effective counselling-related research. Despite these consistencies and benefits, counsellors and counselling students have underutilized this approach to research. This article highlights several ideological similarities shared between counselling practice and CBR, along with benefits for counsellors in adopting such a research approach.

BACKGROUND: As a large number of people live with HIV, it is worthwhile to examine the integration of this group in the workplace. OBJECTIVE: To investigate how the operationalization of GIPA/MEPA supports workplace policies and practices for PLHIV. The study aims to explore what is being offered to support PLHIV in community-based agencies and what can be done to enhance the offerings. METHODS: For this community-based research, 2 bilingual online surveys were sent to 150 Canadian organizations that work closely with PLHIV or offer support to them. One of the surveys was for Executive Directors of these organizations while the other was sent to peers; i.e. PLHIV whose job is to offer services to PLHIV. Questions in the surveys varied between open-ended, binary, and Likert. RESULTS: GIPA/MEPA are implemented in most organizations and Executive Directors affirmed that PLHIV and their impacts on the workplace are valued. There is a consensus among Executive Directors that formal support is provided but most respondents argued that this support is not specific for PLHIV. More than half of respondents were either unaware or uncertain about the existence of informal support. Peer-employees claimed that one of the challenges of disclosing HIV to receive peer support is that they may face stigma. CONCLUSION: The application of GIPA/MEPA results in positive outcomes in the workplace. The study emphasizes the need to facilitate access to informal support. [ABSTRACT FROM AUTHOR]

Educational psychology is an important profession in the Newfoundland and Labrador school system. Educational psychologists have core training in the areas of education and psychology and offer a variety of services to students, families, and teachers in the school system. This article builds on Martin's reflections by exploring the evolution of the profession over the past 15 years. The history of professional training and education within the province is highlighted along with regulatory considerations for psychology registration. The implementation of a standard of practice for the role of the educational psychologist in the school system is discussed along with practice considerations for the role. Finally, recommendations and future considerations are explored.

Policy scoping reviews are an effective method for generating evidence-informed policies. However, when applying guiding methodological frameworks to complex policy evidence, numerous, unexpected challenges can emerge. This paper details five challenges experienced and addressed by a policy trainee-led, multi-disciplinary research team, while conducting a scoping review of youth Human Immunodeficiency Virus and Hepatitis C primary and secondary prevention policies, which occurred across and within sectors and jurisdictions in Atlantic Canada. How these challenges were addressed is described, as are suggestions for how the lessons learned may provide guidance to other policy scoping reviews. Implications for future directions are also discussed.

Background: Online peer support can be a valuable approach to helping people living with HIV, especially in regions with large rural populations and relatively centralised HIV services. Design: This paper focuses on a community-university partnership aimed at developing an online peer support programme in the Canadian province of Newfoundland and Labrador. Setting: Team members included community representatives and people living with HIV from the AIDS Committee of Newfoundland and Labrador (ACNL) as well as academic researchers. Objectives: Goals and objectives of the programme included reaching disconnected people living with HIV, reducing isolation among people living with HIV and connecting people living with HIV with support, education and professional resources. Method and Results: Through a process orientated and iterative decision-making approach, the team established the website, peer helping training curriculum, a recruitment plan as well as other core considerations. The current paper emphasises several process challenges and lessons learned from the development stage of the online support programme. Conclusion: It is hoped that this information will assist others in avoiding or overcoming similar process challenges arising during such work.

The objective of this study is to manufacture composite filaments to be used in three-dimensional (3D) printing of fabrics using fused deposition modeling (FDM) method. The primary properties of a fabric are flexibility and strength which are lacking in the available 3D printed materials. Polylactic acid (PLA), thermoplastic polyurethane (TPU) and poly(ethylene) glycol (PEG) were blended in different proportions and extruded using twin-screw extruder to obtain composite filaments. The properties of the filaments were studied using various material characterization methods such as uniaxial tensile test, differential scanning calorimetry (DSC), thermogravimetric analysis (TGA), dynamic mechanical analysis (DMA), Fourier transform infrared spectroscopy (FTIR), and scanning electron microscope (SEM). With the addition of PEG in the PLA/TPU composition, it was found that the yield stress and Young's modulus of the composite filaments have significantly decreased compared to that of pure PLA filament. It was also noted that there was no significant difference in ultimate tensile strength whereas the elongation at break was increased by more than 500%. Using the composite filament, a plain weave fabric structure was 3D printed to investigate the printing ability of a complex structure. It is concluded that the composite filaments developed are suitable for 3D printing but non-uniformity in diameter affects the print quality and hence the overall properties of fabrics. [ABSTRACT FROM AUTHOR]

The current exploratory-descriptive study used a survey design method to examine guidance counsellors' and educational psychologists' perceptions of their preparation, motivation, and effectiveness in preventing, assessing, and intervening into student high-risk behaviour. The study also explored training associated with addressing high-risk behaviour along with the perceived responsibility and roles of school counsellors when faced with such behaviour. Views related to the following seven categories of high-risk behaviour were explored: (a) suicide attempts; (b) self-mutilation (e.g., cutting); (c) bullying; (d) extreme school violence (e.g., school shootings, bombings); (e) eating disorders and related behaviour (e.g., extreme exercising); (f) sexual behaviour leading to risk of HIV or other sexually transmitted infections (STIs); and (g) drug-using behaviour (e.g., IV drug use, needle sharing) leading to risk of HIV or other STIs. Implications for training, practice, and research are discussed.

The purpose of this exploratory-descriptive study was to examine how guidance counsellors in the province of Newfoundland and Labrador would handle a specific verbal-relational bullying incident. Also of interest was guidance counsellor involvement and training in bullying programmes and Positive Behaviour Supports. Data for this study was collected using the Handling Bullying Questionnaire (Bauman, Rigby, & Hoppa, 2008). Results suggested that guidance counsellors tended to take on various responsibilities in addressing verbal-relational bullying (e.g. work with victims and bullies, disciplinary) and tended to enlist the support of other adults. It is argued that guidance counsellors assume important roles in addressing school bullying and that training in this area is critical for guidance counsellors. Study implications and future research directions are discussed. (Contains 10 tables.)

Educational psychology is in the midst of examination and potential change in the province of Newfoundland and Labrador. Unfortunately, there has been a paucity of published empirical research investigating educational psychology in the province. The current study surveyed educational psychologists from the four English districts in Newfoundland and Labrador to investigate areas such as current and preferred work activities, typical assessment and counselling practices, and psychological test access and perceived test usefulness. Results highlighted a range of current and preferred work activities, with psychoeducational assessment as the most time consuming responsibility. Although some findings varied between school districts, participants overall reported preferring increased amounts of time to devote to areas such as prevention, counselling, and research. Implications for training, future research, and practice are discussed. (Contains 4 tables and 2 notes.)