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Natural disasters cause serious operational risks and disruptions, which further impact the food supply in and around the disaster-impacted area. Resilient functions in the supply chain are required to absorb the impact of resultant disruptions in perishable food supply chains (FSC). The present study identifies specific resilient functions to overcome the problems created by natural disasters in the FSC context.

The quality function deployment (QFD) method is utilized for identifying these relations. Further, fuzzy term sets and the analytical hierarchy process (AHP) are used to prioritize the identified problems. The results obtained are employed to construct a QFD matrix with the solutions, followed by the technique for order of preference by similarity to the ideal solution (TOPSIS) on the house of quality (HOQ) matrix between the identified problems and functions.

The results from the study reflect that the shortage of employees in affected areas is the major problem caused by a natural disaster, followed by the food movement problem. The results from the analysis matrix conclude that information sharing should be kept at the highest priority by policymakers to build and increase resilient functions and sustainable crisis management in a perishable FSC network.

The study suggests practical implications for managing a FSC crisis during a natural disaster. The unique contribution of this research lies in finding the correlation and importance ranking among different resilience functions, which is crucial for managing a FSC crisis during a natural disaster.

The existing literature reflects that the connection between enablers of Industry 4.0 (I4.0), Supply Chain (SC) sustainability and reliability is understudied. To cover this gap, the purpose of this study is to identify and benchmark the enablers of I4.0 for SC sustainability to build a Reliable Supply Chain (RSC).

This study benchmarks the I4.0 enablers for SC sustainability for building a RSC and analyses them with a multi-method approach. The identified potential enablers are validated empirically. A multi-method approach of Analytical Hierarchy Process (AHP), Decision Making Trial and Evaluation Laboratory (DEMATEL) and Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE-II) was used to investigate the influence of the identified benchmarking enablers and develop an interrelationship diagram among the identified enablers.

This study benchmarks the potential enablers of I4.0 to achieve high ecological-economic-social gains in SCs considering the Indian scenario. Digitalization of the supply chain, decentralization, smart factory technologies and data security and handling are the most prominent enablers of I4.0 for SC sustainability to build a RSC.

The findings from the study may benefit managers, practitioners, specialists, researchers and policymakers interested in I4.0 sustainability applications.

Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.

First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.

At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.

For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.

Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.

This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

The aim of the current study is to inspect the influence of high temperatures on the compressive and split-tensile-strength (STS) of concrete mixtures produced by replacing natural river sand with waste-foundry sand (WFS) at 25%, 50%, 75% and 100%. When the experimental findings and the projected outcomes were compared by IS:456-2000 code equations, the STS results predicted by the suggested mathematical equations exhibit lower variations. It is proposed to employ the presented mathematical formulas to evaluate the STS of concrete cylindrical specimens at higher temperatures.

After fabricating, concrete mixtures were allowed to cure for 28 days. For the purpose of avoiding explosive spalling during the heating process, concrete samples are taken out from the curing chamber after 28 days and allowed to dry for two days. The manufactured concrete specimen is exposed to 100 °C, 200 °C, 300 °C, 400 °C, 500 °C and 600 °C temperatures for a duration of 2 h. After the specimens have cool down to room temperature (RT), the physical test, ultrasonic-pulse-velocity (UPV) test, compressive strength test and STS test are carried out.

With an increase in WFS content, concrete specimens' residue compressive-strength and STS decreases. The STS of samples declines as the WFS content rises with increase in temperature interval. According to the UPV test, the concrete samples quality is “good” up to 400 °C; after 500 °C, it ranges from “doubtful to poor.” The UPV values of various mixes declined as the temperature increased. Mass losses increase with exposure to greater temperatures and with an increase in the proportions of WFS in concrete specimens. For mixtures MWFS-0, MWFS-1, MWFS-2, MWFS-3 and MWFS-4 (0%, 25%, 50%, 75% and 100% WFS content), no cracks were present on any of the samples below 400 °C. Concrete surfaces start to show cracks whenever the intervals of temperature increase above 400 °C.

In this investigation, WFS elements are totally substituted for natural sand in concrete mixtures. The residue strength properties, including residual compressive strength and residual STS, were found to be lower after exposures to greater temperature when comparisons were made to referral mixtures. When comparing specimens’ compressive strength, higher temperatures have more effects on the STS of samples with higher WFS contents.

The manufacture of polymer composites with a lower environmental footprint requires incorporation of sustainably sourced components. In addition, the incorporation of novel components should not compromise the material properties. The purpose of this paper is to demonstrate the use of a synthetic amine functional toluidine acetaldehyde condensate (AFTAC) as a modifier for fiber-reinforced epoxy composites. One of the fiber components was sourced from agricultural byproducts, and glass fiber was used as the fiber component for comparison.

The AFTAC condensate was synthesized via an acid-catalyzed reaction between o-toluidine and acetaldehyde. To demonstrate its efficacy as a toughening agent for diglycidyl ether bisphenol A resin composites and for the comparison of reinforcing materials of interest, composites were fabricated using a natural fiber (mat stick) and a synthetic glass fiber as the reinforcing material. A matched metal die technique was used to fabricate the composites. Composites were prepared and their mechanical and thermal properties were evaluated.

The inclusion of AFTAC led to an improvement in the mechanical strengths of these composites without any significant deterioration of the thermal stability. It was also observed that the fracture strengths for mat stick fiber-reinforced composites were lower than that of glass fiber-reinforced composites.

To the best of the authors’ knowledge, the use of the AFTAC modifier as well as incorporation of mat stick fibers in epoxy composites has not been demonstrated previously.

The purpose of this paper is to describe an intervention-based research mentoring opportunity for higher education students in health- and mental health-related disciplines.

This paper includes a retrospective case study to demonstrate the application of a unique research mentoring method with a voluntary interdisciplinary team of undergraduate and graduate students on a project funded by the National Institutes of Health in the United States of America. The research mentoring experience is described through a pedagogical approach based directly on the focal intervention under study (e.g. GenerationPMTO).

We present the process of an intervention-based model of research mentoring as a unique opportunity to build student research skills and provide exposure to evidence-based interventions applicable to general health populations. Findings demonstrate the research team’s success in forming a collaborative research mentoring environment, performing key research tasks effectively and making reliable fidelity ratings.

This paper provides novel insight into an isomorphic process using intervention-based research mentoring as a pedagogy to enhance students’ research skills and application.

Understanding effective research mentoring approaches can influence the trajectory for future generations of mental health researchers and scholars who may not otherwise be exposed to research in their clinical training programs or courses of study. This paper provides insight and recommendations for how mentors can engage higher education students intentionally in research opportunities using intervention-based research mentoring.