Using stereoscopic real-time graphics to shorten training time for complex mechanical tasks

A novel simulation module for segmental mandibulectomy and mandible reconstruction using 3D models

Quantitative measurement of component accessibility and product assemblability for design for assembly application

Background: Experimental learning, traditionally conducted in on-campus laboratory venues, is the cornerstone of science and engineering education. In order to ensure that engineering graduates are exposed to 'real-world' situations and attain the necessary professional skill-sets, as mandated by course accreditation bodies such as Engineers Australia, face-to-face laboratory experimentation with real equipment has been an integral component of traditional engineering education. The online delivery of engineering coursework endeavours to mimic this with remote and simulated laboratory experimentation. To satisfy student and accreditation requirements, the common practice has been to offer equivalent remote and/or simulated laboratory experiments in lieu of the ones delivered, face-toface, on campus. The current implementations of both remote and simulated laboratories tend to be specified with a focus on technical characteristics, instead of pedagogical requirements. This work attempts to redress this situation by developing a framework for the investigation of the suitability of different experimental educational environments to deliver quality teaching and learning. Purpose: For the tertiary education sector involved with technical or scientific training, a research framework capable of assessing the affordances of laboratory venues is an important aid during the planning, designing and evaluating stages of face-to-face and online (or cyber) environments that facilitate student experimentation. Providing quality experimental learning venues has been identified as one of the distance-education providers' greatest challenges. Design/Method: The investigation draws on the expertise of staff at three Australian universities: Swinburne University of Technology (SUT), Curtin University (Curtin) and Queensland University of Technology (QUT). The aim was to analyse video recorded data, in order to identify the occurrences of kikan-shido (a Japanese term meaning 'between desks instruction' and over-the-shoulder learning and teaching (OTST/L) events, thereby ascertaining the pedagogical affordances in face-to-face laboratories. Results: These will be disseminated at a Master Class presentation at this conference. Discussion: Kikan-shido occurrences did reflect on the affordances of the venue. Unlike with other data collection methods, video recorded data and its analysis is repeatable. Participant bias is minimised or even eradicated and researcher bias tempered by enabling re-coding by others. Conclusions: Framework facilitates the identification of experiential face-to-face learning venue affordances. Investigation will continue with on-line venues..

In a multi-plant collaborative manufacturing system, the manufacturing operations and assembly operations for producing a product can be distributed at different plants at various locations. The components are assembled with assembly operations performed in a multi-plant assembly sequence. In this research, a multi-plant assembly sequence planning model is presented by integrating (1) assembly sequence planning, and (2) plant assignment. In assembly sequence planning, the components and assembly operations are sequenced according to the assembly constraints and assembly cost objectives. In plant assignment, the components and assembly operations are assigned to the suitable plants to achieve multi-plant cost objectives. The feasible assembly sequences are generated using the developed graph-based models of assembly precedence graphs and matrices. A genetic algorithm (GA) method is presented to evaluate the multi-plant assembly sequences with an objective of minimizing the total of assembly operational costs and multi-plant costs. The main contribution lies in the new model for multi-plant assembly sequence planning and the new GA encoding scheme for simultaneous assembly sequence planning and plant assignment. Example products are tested and discussed. The test results show that the presented method is feasible and efficient for solving the multi-plant assembly sequence planning problem.

The article is devoted to the question of improvement of quality and efficiency of professional training of future technicians in aviation industry in the American educational establishments. Main attention is paid to the studies of pedagogical technologies, which are used for the sake of qualitative and efficient training of specialists of aviation industry. The main purpose of vocational education and training is to help students to develop a way of thinking that would enable them in understanding the technical systems and master learning at the conceptual level. It is a well known fact that researches of pedagogical technologies are aimed at the development of mental models. They are important because: first - they make possible a reduction of time for training.That is rather essential taking into account the fact how much time the “transformation” of a student’s level of knowledge from a novice to an experienced worker takes. The researches of pedagogical technologies help to find a optimum ways for acquisition of expert type of thinking. Secondly, pedagogical technologies help to cut down expenses on training. This is especially topical during professional training of technicians, who are to better understand structural, functional, behavioral aspects of technical systems. In addition, they must effectively operate in troubleshooting in the system which also shortens financial expenses on the maintenance of equipment.

Managing practice learning activities of students at Vinh Long University of Technology Education (VLUTE) is considered an indispensable requirement in the process of providing vocational training for students, especially those majoring in engineering. The current situation of managing students' practice learning activities still consists of problems such as inadequate and outdated practice equipment and machinery and a number of teachers and instructors in charge of practice activities still do not pay enthusiastic attention to students. In addition, students lack the reactiveness in expanding their knowledge to well perform in production enterprises... Therefore, the University needs appropriate solutions such as innovating the management of practice activities at the University and production enterprises as well as investing in and managing equipment and machinery in practice workshops or laboratories to improve the quality of vocational training and the quality of technical human resource training for the country.

This paper explores the intricate process of implementing Outcome-Based Education (OBE) in Technical and Vocational Education and Training (TVET), with a focus on three primary themes. The text emphasises the significance and complexity of integrating OBE principles into TVET institutions, emphasising the need to synchronise educational philosophies with vocational training objectives. The second point focuses on identifying and analysing the challenges in aligning OBE with the particular objectives of TVET programmes. This encompasses variations in curriculum design, assessment techniques, and engagement of interested parties. The paper utilises a thorough examination of current literature in TVET. Anticipated results involve a thorough understanding of the barriers hindering effective OBE implementation in TVET, along with recommendations for overcoming these challenges. The study aims to provide tailored practical recommendations and optimal strategies for the TVET environment, ultimately helping to enhance educational quality and outcomes in vocational training. This paper aims to inform policymakers, educators, and stakeholders in the TVET sector to improve decision-making and implement OBE strategies in vocational education settings.

<title>Abstract</title> This mixed-methods study examined how vocational education affects employability among Technical and Vocational Education and Training (TVET) students in Addis Ababa, focusing on the mediating roles of labour market conditions and personal attributes. A survey of 240 final-year TVET students was complemented by qualitative interviews with instructors and industry stakeholders. Questionnaire measures demonstrated good reliability (Cronbach’s α ≈ 0.82) and positive overall scores on vocational training, market conditions, personal skills, and employability. Regression analyses (Hayes PROCESS Model 4) revealed no significant direct effect of vocational education on perceived employability (β≈0.00, p&gt;.05) or on perceptions of labour market conditions (β≈0.06, p&gt;.05). Personal attributes likewise had no significant impacton employability (β≈0.01, p≈.92). In contrast, favourable labour market conditions strongly predicted higher employability (β≈0.97, p&lt;.001). Mediation tests confirmed that <italic>neither</italic> labour market conditions nor personal attributes mediated the vocational education–employability relationship, since vocational training failed to significantly influence either mediator. These findings indicate that systemic factors in the local economy largely determine TVET graduate outcomes, beyond the content or quality of training or individual traits. We conclude that enhancing employment prospects for TVET graduates requires strengthening industry–school linkages, aligning curricula with market demand, and expanding work-based learning and job-placement support.

CHAPTER 4 - Education and Training

The study was carried out to identify potential value addition to tomato crop farm-leftovers and investigate their existing end-uses to suggest a collaboration model between tomato farmers in Nkotsi Sector and IPRC Musanze. The findings confirmed that the tomato crop stems are the main type of tomato crop farm-leftovers found on the farm, leaves and roots are also present in minor quantities. Those farm-leftovers are mainly used for compost making, some remain unused at farm level, and few are used for feeding animals. For whatever destination, the tomato crop farm-leftovers do not generate any cash to farmers, and unfortunately, 91% of farmers are not aware of crop farm-leftovers negative effects. All respondents know the IPRC Musanze, and 59% of them recognize its community outreach activities. However, 97% of farmers do not have any previous collaboration with the college even though they show willingness for future collaboration. 62% of interviewed IPRC Musanze TVET trainers revealed limited advanced tomatoes farming activities in the area, and crop farm-leftovers negative effects. A collaboration model between farmers and the college is designed as a new way of working to boost tomato farming in the area as well as improving the quality of TVET training offered by the college. The stable relations, trust, shared problem, resources, planned joint activities and their execution are the elements of the proposed model. Therefore, technical training, joint applied research and innovation activities, joint problem-solving initiatives were suggested as the starting point for the proposed model. Keywords: Tomato crop, farm-leftover, TVET, collaboration DOI: 10.7176/JEP/12-3-01 Publication date: January 31 st 2021

In the last decade, there has been an increasing demand for a compact Inverse Compton Light Source (ICLS) which is capable of producing high-quality X-rays by colliding an electron beam and a high-quality laser. It is only in recent years when both SRF and laser technology have advanced enough that compact sources can approach the quality found at large installations such as the Advanced Photon Source at Argonne National Laboratory. Previously, X-ray sources were either high flux and brilliance at a large facility or many orders of magnitude lesser when produced by a bremsstrahlung source. A recent compact source was constructed by Lyncean Technologies using a storage ring to produce the electron beam used to scatter the incident laser beam. By instead using a linear accelerator system for the electron beam, a significant increase in X-ray beam quality is possible, though even subsequent designs also featuring a storage ring offer improvement. Preceding the linear accelerator with an SRF reentrant gun allows for an extremely small transverse emittance, increasing the brilliance of the resulting X-ray source. In order to achieve sufficiently small emittances, optimization was done regarding both the geometry of the gun and the initial electron bunch distribution produced off the cathode. Using double-spoke SRF cavities to comprise the linear accelerator allows for an electron beam of reasonable size to be focused at the interaction point, while preserving the low emittance that was generated by the gun. An aggressive final focusing section following the electron beam's exit from the accelerator produces the small spot size at the interaction point which results in an X-ray beam of high flux and brilliance. Taking all of these advancements together, a world class compact X-ray source has been designed. It is anticipated that this source would far outperform the conventional bremsstrahlung and many other compact ICLSs, while coming closer to performing at the levels found at large facilities than ever before. The design process, including the development between subsequent iterations, is presented here in detail, with the simulation results for this groundbreaking X-ray source.

BackgroundTracer studies evaluate the effectiveness of university training by assessing how graduates perform in the job market. This study focused on Bachelor of Science in Nursing (BScN) graduates, aiming to describe their training experiences, application of acquired competencies, and overall stakeholder perceptions to inform BScN curriculum improvement.MethodsA convergent parallel mixed-method design was used to collect quantitative and qualitative data concurrently from 2016–2020 BScN graduates (February-May 2023). Graduates and other stakeholders (including educators, employers, and policymakers) in this study were selected from private, public, and faith-based hospitals and universities, colleges, and the Ministry of Health. Quantitative data were gathered via online structured questionnaires adapted and modified from the American International Health Alliance and the Technical Vocational Education and Training tools. Qualitative data were collected through interviews and focus groups with graduates, employers, educators, and policymakers. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Integration occurred during interpretation to provide a comprehensive understanding of graduates’ experiences, competency application, and stakeholder perceptions of the BScN program.ResultsAmong the 61 graduates who completed the online survey, 37 (60.7%) were female. Most (48; 78.7%) worked as nurses, while 6 (9.8%) were tutors and 3 (4.9%) worked as tutorial assistants. Demonstration was rated the most useful teaching and learning method by 52 (85.2%) respondents, and 47 (81%) rated practical exams as a useful assessment method. These were also supported by graduates and stakeholders who shared their perspectives with regard to the benefits and impact of the BScN program and training quality. Additionally, 54 graduates (94.7%) found the program very useful in preparing them for their professional roles, which aligned with their views on the connection between acquired competencies and job performance. Both graduates and educators highlighted challenges encountered during training and in professional practice. Policymakers and graduates also offered recommendations for improving the program.Additionally, 54 graduates (94.7%) found the program very useful in preparing them for their professional roles, which aligned with their views on the connection between acquired competencies and job performance. Both graduates and educators highlighted challenges encountered during training and in professional practice. Policymakers and graduates also offered recommendations for improving the program.ConclusionThe findings demonstrate that the BScN program is widely regarded by graduates and stakeholders as effective in preparing students for professional practice, particularly through practical teaching methods such as demonstrations and practical exams. While the program’s impact on competency development and job performance was strongly affirmed, the study also revealed notable challenges during training and practice. These insights support the ongoing review and enhancement of the BScN curriculum.

The Roundup

Several Design for Assembly (DFA) methodologies have already been introduced both in research and industry, among which methodologies having quantitative assemblability evaluations are more favored in industry. The evaluation criteria involved in such quantitative measures are only concerned with the difficulty of performing assembly operations one by one. These measures are then combined by a formula to find the total product evaluation. Accordingly, the designer can improve the total assemblability by redesigning the parts that caused bad measures. It can be observed that a major effect of cascading several assembly operations in a certain order on the remaining operations to complete the product assembly is neglected by most DFA evaluation methodologies. Actually, this effect might result in serious difficulties while generating the assembly sequence usually done at a later stage in most industrial firms. To overcome these difficulties, this paper introduces some elementary insights to the integration of assembly design and planning. A systematic feature-based method is introduced to find the precedence assembly constraints and the global evaluation constraints resulting from operations cascading orders. A modified genetic algorithm that finds the best assembly sequence based on these constraints and on the traditional DFA evaluations is then introduced to be included in the DFA procedure. This genetic planner generates a more representative evaluation of the product assemblability by considering the effects of operations orders. As a result, feedback reflecting the actual assembly process difficulties can be given to the designer to improve the product design, while simultaneously generating the best sequence to assemble the product.

Supply chains have been more serious for environmental issues for not only the reduction of CO2 emission but also for material starvation. To enhance a closed loop supply chain for assembled product, a disassembly system is required. At end-of-life, the assembly products at recycling organization should be disassembled environmentally and economically for not only low carbonization but also of material circulation. This recycling and reusing of product enables to reduce CO2 release because the virgin materials which release CO2 volumes caused by production and logistics can be saved by the usage of the recovered materials. Parts with higher recycling and CO2 saving rates ought to be chosen and physically disassembled, but the manual disassembly brings a higher cost, rather than discarding the parts. Therefore, material recovery value is also to be considered for parts selection during the assembly operation. Parts information like material recovery value, CO2 release, weight, precedence relationships are required for environmental and economic parts selection. This study proposes a CAD based approach for environmental and economic parts selection for disassembly using solid works sustainability. It considers higher CO2 saving rate, higher recycling rate and higher material recovery value as environmental and economic criteria for parts selection.