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The paper proposes to present the effect of the high voltage transmission lines on the metallic pipelines by calculating the induced voltage due to mutual inductance between the two circuits especially in short circuit conditions of high voltage overhead transmission lines.

The electro magnetic transient program (EMTP) is used to simulate the high voltage transmission lines in normal case and in different faulty case conditions. A software is built on MATLAB program (M‐file) to study the effects of various parameters on the magnitude of the induced voltage such as: separation distance between the high voltage transmission line and the metallic pipeline (horizontal distance), different cases of short circuits and normal operation case, the screening factor, and the soil resistivity.

The three‐phase to ground fault gives the least induced voltage, and phase to ground fault case is the most serious case. The induced voltage decreases with increasing the soil resistivity until 400 Ωm and after this, the induced voltage in the metallic pipeline increases with increasing the soil resistivity for all phase fault types.

It does not deal with all types of interference such as capacitive interference.

This technique helps to know the electrical influence exerted by power line on a pipeline. So it can prevent the pipeline from posing a shock hazard rather than corrosion.

This paper presents the effect of the high voltage transmission lines on the metallic pipelines by calculating the induced voltage due to mutual inductance between the two circuits especially in short circuit conditions of high voltage overhead transmission lines.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

The study will inform relevant workplace gendered policies at the university and other academic institutions.

A cross -sectional study was conducted on all the Arabian Gulf University full-time employees during the COVID-19 pandemic, in June 2021. A questionnaire was sent to the employees requesting data that included sociodemographic data, living conditions, psychological status, social aspects, work productivity and satisfaction. The generalized anxiety disorder questionnaire (GAD-7) was used to screen for anxiety.

Gender disparity was noted in the increase of responsibilities at home and towards young children, and in stress and anxiety. Women’s reductions in peer (90.7%) and social (88%) interactions were higher than among males (81.8%, 73%, respectively). There was a narrow gender gap in work productivity and workload. More males reported that the university was concerned about its employees during COVID-19 and were satisfied with the measures taken. There was a gender disparity with respect to superiors periodically checking if the workload was manageable and discussing the mental health and well-being of the employees.

Future research directions may focus on how gender impacts the perception and response to crises in higher education in Arab countries.

This is one of the few studies in the region that examined the gendered psychosocial impact of COVID-19 and productivity in the workplace using a higher education institution as an example.