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This study provides an analysis of patch repair for cracked aircraft structures. Delamination is a type of damage that affects the patch's behavior. The purpose of this study is to assess the influence of delamination on repair performance.

An analytical and numerical study using the finite element method was conducted for a cracked plate repaired with a patch containing a pre-existing delamination defect. The method for defining the contact pair surfaces and modeling the delamination interaction within the patch interface is specified using the virtual crack closure technique (VCCT) approach.

The efficiency of the repair is measured in terms of the J-integral. The effects of delamination initiation, mechanical loading, crack length and patch stacking sequences are presented. It is noted that in mode I, delamination propagation is only significant at node A. The numerical results are in good agreement with those of the analytical solution found in the literature. It is observed that the patch's behavior is strongly dependent on loading, crack size and stacking sequences in terms of reducing the structure's lifespan, especially in the presence of delamination.

The numerical modeling presented by the VCCT approach is highly valuable for studying delamination evolution. The influence of loading, crack size and stacking sequences on repair performance is discussed in this work.

The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.

The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.

The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.

The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

The purpose of this study is to investigate the influence of institutional dynamics on road accidents and whether this relationship is moderated by information and communication technology (ICT).

The study adopted a quantitative approach with 133 respondents. Research hypotheses were tested in AMOS version 21. In addition, moderated regression analysis was used to test the moderating role of ICT on the relationship between institutional dynamics and road accidents.

The results show that vehicle maintenance, policy enforcement, safety culture, driver training and driver management positively influence road accidents. Moreover, the study established that ICT moderates the relationship between institutional dynamics and road accidents.

The results of this study serve as a practical guideline for policymakers in the road haulage sector. Managers may gain insights on how to design effective interventions to reduce road accidents.

This research contributes to the existing body of knowledge by exploring previously unexplored moderating paths in the relationship between institutional dynamics and road accidents. By highlighting the moderating role of ICT, the study sheds new light on the institutional dynamics that influence road accidents in the context of road haulage companies.

Few resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.

In the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.

Guided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.

Here, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

Explore the development trend of chemically-improved soil in railway engineering.

In this paper, the technical standards home and abroad were analyzed. Laboratory test, field test and monitoring were carried out.

The performance design system of the chemically-improved soil should be established.

On the basis of the performance design, the test methods and standards for various properties of chemically-improved soil should be established to evaluate the improvement effect and control the engineering quality.

Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

Carpal tunnel syndrome (CTS) is a hand disease caused by the pressing of the median nerve present in the palmar side of the wrist. It causes severe pain in the wrist, triggering disturbance during sleep. Different products like splints, braces and gloves are available in the market to alleviate this disease but there was still a need to improve the wearability, comfort and cost of the product. This study was about designing a comfortable and cost-effective wearable system for mild-to-moderate CTS. Transcutaneous electrical nerve stimulation (TENS) therapy has been used to reduce the pain in the wrist.

After simulation by using Proteus software (which allowed the researchers to draw and simulate electrical circuits using ISIS, ARES and PCB design tools virtually), the circuit with optimum frequency, i.e. 33 Hz was selected, and the circuit was developed on a printed circuit board (PCB). The developed circuit was integrated successfully into the half glove structure.

The developed product had good thermophysiological comfort and hand properties as compared to the commercially available product of the same kind. In vivo testing (It involves the testing with living subjects like animals, plants or human beings) was performed which resulted in 85% confirmed viability of the product against CTS. A glove with an integrated circuit was developed successfully to accommodate various sizes without any sex specifications in a cost-effective way to mitigate the issue of CTS.

Industrial workers, individuals frequently using their hands or those diagnosed with CTS may wish to use this product as therapy. The attention could not be paid to the aesthetic or visual appeal of the developed product.

A very comfortable glove with integrated TENS electrodes was developed successfully to accommodate various sizes without any sex specifications in a cost-effective way to mitigate the issues of CTS.

This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation.

This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model.

The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education.

By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes.

This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.

Based on stimulus-organism-response theory, this study aims to develop and tests a model of memorable heritage tourism experience (MHTE). The model proposes that experiencescape, experience co-creation, education and photography are important antecedents of MHTE, which is then a driver of place attachment.

Data for this study were collected using a Web-based questionnaire of people aged 18 years and over who had a heritage tourism experience during the previous three months (February–April 2023). The survey was distributed in May 2023 using Amazon Mechanical Turk (MTurk). A survey link was posted on MTurk, which remained active for the first week of May 2023. Out of the 283 responses received, 272 were valid responses from individuals who met the participation criteria.

Experiencescape, experience co-creation, education and photography were found to be positive drivers of the MHTE, with a positive relationship between MHTE and place attachment.

Many studies linked to memorable tourism experience (MTE) mainly replicate Kim, Ritchie, & McCormick’s (2012) MTE scale, regardless of the specific study context. This study offers an alternative framework through which alternative antecedents and outcomes of tourists’ MTE can be identified.

Following the recent rise in generative artificial intelligence (GenAI) tools, fundamental questions about their wider impacts have started to reverberate around various disciplines. This study aims to track the unfolding landscape of general issues surrounding GenAI tools and to elucidate the specific opportunities and limitations of these tools as part of the technology-assisted enhancement of mechanical engineering education and professional practices.

As part of the investigation, the authors conduct and present a brief scientometric analysis of recently published studies to unravel the emerging trend on the subject matter. Furthermore, experimentation was done with selected GenAI tools (Bard, ChatGPT, DALL.E and 3DGPT) for mechanical engineering-related tasks.

The study identified several pedagogical and professional opportunities and guidelines for deploying GenAI tools in mechanical engineering. Besides, the study highlights some pitfalls of GenAI tools for analytical reasoning tasks (e.g., subtle errors in computation involving unit conversions) and sketching/image generation tasks (e.g., poor demonstration of symmetry).

To the best of the authors’ knowledge, this study presents the first thorough assessment of the potential of GenAI from the lens of the mechanical engineering field. Combining scientometric analysis, experimentation and pedagogical insights, the study provides a unique focus on the implications of GenAI tools for material selection/discovery in product design, manufacturing troubleshooting, technical documentation and product positioning, among others.