The chemical reinforcement of sandy soils is usually carried out to improve their properties and meet specific engineering requirements. Nevertheless, conventional reinforcement agents are often expensive; the process is energy-intensive and causes serious environmental issues. Therefore, developing a cost-effective, room-temperature-based method that uses recyclable chemicals is necessary. In the current study, poly (styrene-co-methyl methacrylate) (PS-PMMA) is used as a stabilizer to reinforce sandy soil. The copolymer-reinforced sand samples were prepared using the one-step bulk polymerization method at room temperature. The mechanical strength of the copolymer-reinforced sand samples depends on the ratio of the PS-PMMA copolymer to the sand. The higher the copolymer-to-sand ratio, the higher the sample’s compressive strength. The sand (70 wt.%)-PS-PMMA (30 wt.%) sample exhibited the highest compressive strength of 1900 psi. The copolymer matrix enwraps the sand particles to form a stable structure with high compressive strengths.

This review comprehensively summarizes various preparatory methods of polymeric bone scaffolds using conventional and modern advanced methods. Compilations of the various fabrication techniques, specific composition, and the corresponding properties obtained under clearly identified conditions are presented in the commercial formulations of bone scaffolds in current orthopedic use. The gaps and unresolved questions in the existing database, efforts that should be made to address these issues, and research directions are also covered. Polymers are unique synthetic materials primarily used for bone and scaffold applications. Bone scaffolds based on acrylic polymers have been widely used in orthopedic surgery for years. Polymethyl methacrylate (PMMA) is especially known for its widespread applications in bone repair and dental fields. In addition, the PMMA polymers are suitable for carrying antibiotics and for their sustainable release at the site of infection.

Purpose: This research aims to explore the phenomenon of job-hopping in the engineering sector in Penang, Malaysia, focusing on how factors like positive work culture, compensation and benefits, and job satisfaction influence an engineer’s propensity to frequently change jobs. Design/methodology/approach: The study adopted a cross-sectional survey design, targeting 200 engineers in Penang. It was grounded in Herzberg’s Motivation-Hygiene Theory. Data collection was conducted using online questionnaires, which were adaptations of instruments used in previous research. Statistical analysis, including Pearson correlation and multiple linear regression, was performed using SPSS software. Findings: The Pearson correlation analysis revealed significant negative relationships between positive work culture, compensation and benefits, job satisfaction, and the tendency to job-hop. However, in the regression analysis, only job satisfaction emerged as a significant predictor of job-hopping behavior. This finding suggests that while factors like work culture and compensation/benefits contribute to the overall work environment, they do not primarily drive job mobility among engineers in this region. The study indicates that job satisfaction plays a more crucial role in influencing engineers’ decisions to change jobs frequently. Conclusion: The study enriches the field of organizational psychology by applying Herzberg’s theory to understand job-hopping behavior in the engineering sector. For organizations in Penang, the findings highlight the importance of enhancing job satisfaction as a strategy for reducing job-hopping and retaining talent. This insight is valuable for both academic research and practical application in the industry, emphasizing the critical role of job satisfaction in curbing job-hopping tendencies within the engineering field.

The rapid shift to online learning during COVID-19 posed challenges for students. This investigation explored these hurdles and suggested effective solutions using mixed methods. By combining a literature review, interviews, surveys, and the analytic hierarchy process (AHP), the study identified five key challenges: lack of practical experience, disruptions in learning environments, condensed assessments, technology and financial constraints, and health and mental well-being concerns. Notably, it found differences in priorities among students across academic years. Freshmen struggled with the absence of hands-on courses, sophomores with workload demands, and upperclassmen with mental health challenges. The research also discussed preferred strategies for resolution, emphasizing independent learning methods, managing distractions, and adjusting assessments. By providing tailored insights, this study aimed to enhance online learning. Governments and universities should support practical work, prioritize student well-being, improve digital infrastructure, adapt assessments, foster innovation, and ensure resilience.