The Kinetics and Mechanism of Atmospheric Corrosion Occurring on Tin and Iron-Tin Intermetallic Coated Steels: II. Filiform Corrosion

This paper describes a systematic study into the initiation and propagation of filiform corrosion (FFC) on pure iron, pure tin and industrially important tin and iron-tin intermetallic (FeSn and FeSn2) coatings for packaging steels, as a function of coating weight. The time-dependent extent of FFC was determined optically. FFC was not observed on pure tin or tin coatings but was found to propagate at significantly reduced rates on the FeSn and FeSn2 intermetallic coatings, when compared to pure iron. An explanation of the findings is given, firstly, in terms of the open circuit potential (OCP) and the extent to which polarity of the galvanic corrosion cell formed between relevant phases permits FFC propagation, and secondly in terms of the relative susceptibility of the various phases to anodic dissolution. It is concluded that even when FFC is feasible thermodynamically, propagation rates may be negligible due to the low activity for anodic dissolution of tin and iron-tin intermetallics

(Re)Defining Engineers’ Resilience: Part II Reflexive Accounts Of Doing Reflexive Thematic Analysis

This work accompanies another paper which describes interpretivist qualitative research that made use of data from semi-structured interviews pertaining to how engineering educators conceptualize resilience and support students in its development. In that work, we utilized reflexive thematic analysis (RTA) for several reasons. Firstly, it is considered a useful method for under-researched areas. Secondly, its flexibility allows for inductive and deductive theme generation. Finally, it is considered a reasonably accessible method which we believe is important when considering 1.) the varied audience of engineering education research (EER) and 2.) the relative lack of consensus as to acceptable theoretical frameworks or methodologies for use within the space. In taking this approach, and in acknowledging its flexibility, I consider what that means for the process. RTA is not accompanied by a distinct theoretical framework, meaning researchers must clearly communicate methodological decision-making. In situating myself as an interpreter of meaning I recognize the need to share the role I play in knowledge production. Finally, being relatively new to qualitative research, I wanted to document my struggles and capture ways my practice has developed. I, therefore, document my reflexive process in relation to the six-stage process proposed by Braun and Clarke

The development of engineering education research: a UK based case study

This work adopts a case study approach to examine the emergence of engineering education research (EER) within the UK. First, a summary of the contextual factors influencing UK EER activity are presented. This section includes information pertaining to higher education (HE) policy, networks, and funding. Semi structured interviews are used to investigate who identifies as an engineering education researcher; how they define engineering education as a field of research; who they consider their audience to be; and the factors that inform their research questions, methodologies, collaborators and where they disseminate their work. The findings are discussed in relation to the social, political, and economic systems in which engineering education exists. The study reveals a landscape in which EER research is largely unfunded, and is primarily conducted by intrinsically motivated academics who concentrate on topics of personal interest or local context, and who do not usually collaborate or publish within journals

Site investigation for the effects of vegetation on ground stability

The procedure for geotechnical site investigation is well established but little attention is currently given to investigating the potential of vegetation to assist with ground stability. This paper describes how routine investigation procedures may be adapted to consider the effects of the vegetation. It is recommended that the major part of the vegetation investigation is carried out, at relatively low cost, during the preliminary (desk) study phase of the investigation when there is maximum flexibility to take account of findings in the proposed design and construction. The techniques available for investigation of the effects of vegetation are reviewed and references provided for further consideration. As for general geotechnical investigation work, it is important that a balance of effort is maintained in the vegetation investigation between (a) site characterisation (defining and identifying the existing and proposed vegetation to suit the site and ground conditions), (b) testing (in-situ and laboratory testing of the vegetation and root systems to provide design parameters) and (c) modelling (to analyse the vegetation effects)

(Re)Defining Engineers’ Resilience: Part I An Exploratory Study Into How Engineering Educators Understand And Teach Resilience

In recent years 'resilience' has increasingly been framed as a positive attribute that can play a role in the success of university students. The need for students to develop and demonstrate resilience seems particularly pertinent within engineering education. Firstly, engineering degrees are often associated with heavy workloads. This, alongside high rates of attrition and increases in mental health issues, suggests a need for students to demonstrate resilience. Secondly, engineering degrees prepare students for a profession, and it is likely that courses place emphasis on graduate attributes such as resilience. Finally, the rate of technological advancement and societal change places additional demands on graduates to adapt to career changes. Despite the emphasis on the benefits of demonstrating resilience, there is a lack of research focusing on how it is understood and taught within engineering education. In this work we take a qualitative approach to understanding how engineering educators conceptualise resilience; whether they feel a responsibility to help students develop resilience; their approach to doing this; and their general perception about the resilience levels of students. In so doing, we make use of data collected from semi-structured interviews with thirteen individuals involved in the education of engineers. Interview transcripts were analyzed using reflexive thematic analysis (RTA). We find that the conceptualisation of resilience in engineering education varies, thus impacting the design of effective interventions

Who Funds Engineering Education Research? Content Analysis Of Funding Sources Described In Three Top-Tier Engineering Education Research Journals

Engineering education research (EER) is becoming a globally connected field of inquiry but there is a lack of sustained funding opportunities available. Currently, it is not quantitatively known which entities are most prolific for providing funding for EER globally. This study attempted to map which entities were most commonly cited as providing funding for EER. Three top-tier EER journals were chosen, articles published in the journals during 2021 were identified. Metadata about each publication was downloaded from Scopus. Funding information for each publication was qualitatively analysed, then synthesised to provide a quantitative understanding of EER funding sources. There was a notable discrepancy between Europe and the USA. Many USA articles secured funding primarily from the National Science Foundation, whereas European articles were more likely to report funding from a range of different sources, including EU programs, state and national governments. This suggests that EER is given a higher priority in the United States and that the majority of this funding is channelled through the NSF. This has implications that growth of EER outside of USA may be restricted by limited funding opportunities

Comparing Engineering Education Research Across Europe: Research Groups, Reward, and Recognition

The past decades have seen the development of engineering education research (EER) worldwide, resulting in the assertion that it has become globally connected as a field of inquiry. Consistent with desires to enhance international EER capacity, this paper reports information about the current state of EER within fourteen European countries. Data were initially gathered during a workshop at the 2022 annual conference of the European Society for Engineering Education (SEFI) and subsequently augmented using an expert elicitation and snowball sampling approach. Formal PhD programs and research groups are relatively uncommon in the countries studied. It is rare that EER is valued as highly as disciplinary research, and funding opportunities are isolated and small in scale. The study reveals a landscape which does not always benefit from support infrastructures, and where individual researchers may be isolated within their institutions. Based on this, we identify a need for support infrastructures and career incentives to encourage scholarship in this field and recommend creating position papers outlining strategic priorities aligning with European and national policy