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Various factors that are not easily observed have a strong impact on educational change. In this paper, I examine some of the issues that emerged from the data collected while exploring my informants' perceptions and attitudes towards their changing roles when confronted with curriculum innovation. This research demonstrates that the experience teachers acquire during their career may often enable them to participate in the design of a new study plan. However, this experience does not always justify their role as curriculum-designers in either the eyes of their colleagues or in their own eyes, particularly when coerced into playing this or other roles. The results indicate that teachers, depending on their levels of moral responsibility and confidence, become involved in different roles during their teaching career.

This paper focuses on investigating the residual stress values associated with a part fabricated by Selective Laser Melting technology (SLM) when this is subjected further to forces on single point incremental forming (SPIF) operation of variable wall angle. The residual stresses induced by the SLM manufacturing process on the fabricated AlSi10Mg metallic sheets, as well as those produced during their forming SPIF operation were determined by X-ray diffraction (XRD) measurements. Significant residual stress levels of variation, positive or negative, along the metallic sample were observed because of the bending effects induced by the SPIF processes. It is also shown how the wall thickness varies along the additive manufactured SPIFed part as well as the morphology of the melting pools as a function of the deformation depth. [ABSTRACT FROM AUTHOR]