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The purpose of this paper is to review cases of artificial reefs built through additive manufacturing (AM) technologies and analyse their ecological goals, fabrication process, materials, structural design features and implementation location to determine predominant parameters, environmental impacts, advantages, and limitations.

The review analysed 16 cases of artificial reefs from both temperate and tropical regions. These were categorised based on the AM process used, the mortar material used (crucial for biological applications), the structural design features and the location of implementation. These parameters are assessed to determine how effectively the designs meet the stipulated ecological goals, how AM technologies demonstrate their potential in comparison to conventional methods and the preference locations of these implementations.

The overview revealed that the dominant artificial reef implementation occurs in the Mediterranean and Atlantic Seas, both accounting for 24%. The remaining cases were in the Australian Sea (20%), the South Asia Sea (12%), the Persian Gulf and the Pacific Ocean, both with 8%, and the Indian Sea with 4% of all the cases studied. It was concluded that fused filament fabrication, binder jetting and material extrusion represent the main AM processes used to build artificial reefs. Cementitious materials, ceramics, polymers and geopolymer formulations were used, incorporating aggregates from mineral residues, biological wastes and pozzolan materials, to reduce environmental impacts, promote the circular economy and be more beneficial for marine ecosystems. The evaluation ranking assessed how well their design and materials align with their ecological goals, demonstrating that five cases were ranked with high effectiveness, ten projects with moderate effectiveness and one case with low effectiveness.

AM represents an innovative method for marine restoration and management. It offers a rapid prototyping technique for design validation and enables the creation of highly complex shapes for habitat diversification while incorporating a diverse range of materials to benefit environmental and marine species’ habitats.

The purpose of this study is to re-evaluation fuselage design when the main wing’s has the ability to fulfill stability requirements without the need for a tailplane. The aerodynamic requirements of the fuselage usually involve a trade-off between reducing drag and providing enough length for positioning the empennage to ensure stability. However, if the main wing can fulfill the stability requirements without the need for a tailplane, then the fuselage design requirements can be re-evaluated. The optimisation of the fuselage can then include reducing drag and also providing a component of lift amongst other potential new requirements.

A careful investigation of parameterisation and trade-off optimisation methods to create such fuselage shapes was performed. The A320 Neo aircraft is optimised using a parameterised 3D fuselage model constructed with a modified PARSEC method and the SHERPA optimisation strategy, which was validated through three case studies. The geometry adjustments in relation to the specific flow phenomena are considered for the three optimal designs to investigate the influencing factors that should be considered for further optimisation.

The top three aerodynamic designs show a distinctive characteristic in the low aspect ratio thick wing-like aftbody that has pressure drag penalties, and the aftbody camber increased surface area notably improved the fuselage’s lift characteristics.

This work contributes to the development of a novel set of design requirements for a fuselage, free from the constraints imposed by stability requirements. By gaining insights into the flow phenomena that influence geometric designs when a lift requirement is introduced to the fuselage, we can understand how the fuselage configuration was optimised. This research lays the groundwork for identifying innovative design criteria that could extend into the integration of propulsion of the aftbody.

This study aims to explore and unfold the problems in designing and delivering employer-initiated financial education programs (FEPs) from the perspective of working women who attend such programs.

The researchers conducted in-depth interviews and utilized an interpretive qualitative approach to explore the expectations and experiences of women employees regarding such programs.

The results of this study demonstrate that employer-led FEPs may not benefit women employees due to specific misaligned actions of both employers and employees at every stage, which make the programs ineffective.

While this study encompasses women from varied age groups and marital statuses, the researchers acknowledge that the sample size is limited and represents a specific socioeconomic group.

The findings of this study have policy and practical implications for addressing perceived issues in FEPs initiated by employers for women employees.

The novel contributions of this study include suggesting a process model for building FEPs, highlighting the existing problems at each step in designing and delivering an FEP and expanding the application of Self-Determination Theory in FEPs.

In 2002, Pakistan made a notable advancement toward inclusive education by approving the national policy for people with disabilities (Durrani et al., 2017). This policy, advised by the Ministry of Women’s Development, Social Work, and Special Education, aimed to integrate students with special needs into mainstream schools, emphasizing the significance of inclusive learning environments (Ashfaq and Rana, 2015). Despite these efforts, the practical application of this policy in high schools has encountered numerous obstacles. Effective integration of students with special needs requires more than just policy implementation; it demands effective educational practices. Teachers are crucial in this process as they are the primary facilitators of learning and significantly influence these students’ academic and social adaptation. Administrative support is essential in fostering an environment conducive to including and adapting students with special needs. This study aims to investigate these dynamics in high schools, focusing on the role of teacher interactions and administrative frameworks in supporting or hindering the adaptation process for students with special needs. Understanding these relationships is crucial for identifying gaps, challenges and opportunities within the current educational system, thereby contributing to the development of more effective strategies for inclusive education in Pakistan.

This study used a correlational research strategy to investigate the effects of administrative and teacher support on the adaptation capabilities of high school students with special needs. The correlational design was chosen to explore the relationships between different types of support and students’ adaptation capabilities without manipulating any variables (Seeram, 2019). The study involved 230 participants, comprising 170 educators and 60 support staff. Stratified random sampling ensured that the sample represented various school types and experience levels (Sharma et al., 2017). This sampling method helps provide a more accurate and comprehensive understanding of the population under study. The demographic characteristics of the sample are summarized in Table 1. Participants were categorized based on sex, level of education, age and experience level to ensure a comprehensive understanding of the sample’s diversity.

This study reveals that teacher and administrative support significantly impact students’ adaptation capabilities. Teacher support emerged as a strong predictor (ß = 0.502, p < 0.001), highlighting its crucial role in enhancing students’ adaptability. Administrative support also showed a positive and significant effect (ß = 0.211, p < 0.001), and its interaction with teacher support (ß = 0.102, p < 0.001) suggests that administrative support amplifies the positive effects of teacher support. These findings underscore the importance of a holistic support system within schools. While teachers provide direct instructional support and foster an inclusive learning environment, administrative support ensures teachers have the necessary resources and institutional backing to support students effectively (Carter et al., 2022). The interaction between these forms of support suggests that administrative efforts to support teachers can significantly enhance the overall adaptation capabilities of students (Gibbs, 2023b).

Several limitations should be considered when interpreting the findings of this study. First, the data were collected using self-reported questionnaires, which may be subject to biases such as social desirability or recall bias. Second, the study’s cross-sectional design limits the ability to establish causality between the variables. Longitudinal studies would be beneficial in exploring the causal relationships between teacher and administrative support and students’ adaptation capabilities. In addition, the study was conducted within a specific context and population, which may limit the generalizability of the findings to other settings. Future research should aim to replicate this study in different educational contexts to validate and extend the findings.

The practical implications of these findings are significant. Schools should prioritize developing comprehensive support systems that include robust teacher support mechanisms and strong administrative backing. Professional development programs should focus on enhancing teachers’ skills in differentiated instruction, formative assessment and the use of technology in the classroom. Moreover, administrative policies should aim to provide continuous support for teachers through resources, training and collaborative opportunities. This dual approach ensures that teachers are well-equipped to address the diverse needs of students with special needs and that students receive consistent, high-quality support across their educational experience.

This study uniquely explores the combined effects of administrative and teacher support on the adaptation of high school students with special needs in mainstream education, highlighting the synergistic relationship between these support systems. Using a robust correlational design and stratified random sampling, it provides valuable insights into the dynamics of inclusive education within a Pakistani context. The findings emphasize the critical role of holistic support systems, offering practical implications for enhancing educational policies and practices. By addressing gaps in existing research, this study contributes significantly to the discourse on inclusive education and the development of effective support frameworks for special needs students.

This study aims to provide a comprehensive review of the existing literature on uncertainty in underground mining operations, using a bibliometric and systematic analysis covering the period from 1975 to 2024.

To achieve this, the following questions were addressed using a mixed-method approach involving bibliometrics, text mining and content analysis: How has the field of uncertainty research in underground mining operations evolved? What are the most prominent research topics and trends in uncertainty in underground mining operations? and What are the possible directions for future research on uncertainty in underground mining operations?

As a result, bibliometric networks of 327 journal articles from the Scopus database were created and examined, the main research topics were underground mining management; rock mechanics; operational optimization; and stochastic systems. Finally, the inclusive investigation of uncertainty in underground mining operations and its prominent patterns can serve as a basis for real-time direction for new research and as a tool to improve underground mining activities by implementing advanced technology for innovative practices and optimizing operational efficiency. This is fundamental to identify unknown variables that impair the planning, operation, safety and economic viability of underground mines.

This research is 100% original because there is no review research on the uncertainty present in underground mining operations.

This chapter covers two behaviors that greatly affect college students’ mental health and wellbeing: eating and sleeping. The chapter begins with a definition of eating disorders and distinguishes clinically disordered eating from other forms of problematic eating. The chapter describes common eating disorders among college students: anorexia nervosa, bulimia nervosa, avoidant restrictive food intake disorder (ARFID) and binge eating disorder. The chapter then discusses measures of problematic eating among college students, including the SCOFF, the Eating Disorder Inventory and the Eating Concerns subscale of the Counseling Center Assessment of Psychological Symptoms (CCAPS). Next, the chapter discusses the prevalence of problematic eating among college students. Cultural considerations are described, with particular attention paid to gender, sexual orientation and ethnicity. Causes of problematic eating among college students are discussed, and the consequences of problematic eating are explored, from shame to medical complications to death. Treatment options are detailed, as are barriers to seeking professional help. The chapter follows a similar structure in covering healthy and problematic sleep behaviors among college students. In particular, the chapter explores measures of sleep quality, the prevalence of problematic sleep among college students, their causes and consequences, as well as strategies for correcting poor sleep and interventions for promoting healthy sleep habits.

Green tourism and ecotourism have close meanings focusing on environmental factors and are sometimes related to rural tourism in general or a type of ecotourism itself. These forms emerged due to the concerns to protect the environment, and greater consideration has been given to tourism development and the notion that it should be approached carefully in light of recognizing its impacts.

The thematic concepts of green and responsible tourism raised questions about the definitions of both notions and their nexus of sustainability. Thus, the current chapter looks for an overview to understand green and responsible tourism, their emerging, definitions, practices and their role in the current scenario in the post-pandemic era.