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Learning in the cognitive domain is highly_ emphasised and has been widely investigated in engineering education.-Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of.understanding on leaming theories aid how they may be translated into classroom application-of teaching and leaming is one factor that contributes to this situation. This paper proposes a working.framework for integrating the affective dimension oflearning into engineerin! education that is expected. to promote better ieaming within the cognitive ao.uio. ro-ur major"learnini th^eories namely behaviourism, cognitivism, socio-cul'iuralism, and c6nstructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies forachieving leaming in the cognitive domain with the supportofthe affective dimension of learning is proposed. It is expected-that integiated approach can be used as a guideline to engineering educators in designing effective and sustainable insructional material that would result in the effective engineen for future development.

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This paper attempts to establish a theoretical framework for maintenance management success factors in managing built heritage. Reviews on past literature on the subject were carried out to build the existing research works on the area and to establish critical success factors of built heritage maintenance management best practices. At the end of this paper, a new area of managing heritage building for future direction of this research was identified. A list of critical success factors for maintenance management practices for heritage building was established.

Sustainable development is fast emerging as one of the main priorities of construction industry in Malaysia. Malaysians of all income levels, particularly the low-income group, would have accessibility to adequate, affordable and quality shelter. As a result, safety and health performance in the low-cost housing has become a rising concern. This study attempts to explore the influence of architecture, building services, external environment, operation and maintenance and management approaches on the building safety and health performance among the construction practitioners in Malaysia and their subsequent personal responsibility. The study used the Partial Least Squares (PLS) and Structural Equation Modelling (SEM) tool to test the hypotheses generated. Findings from the Partial Least Squares analysis revealed that architecture, building services, external environment, operation and maintenance and management approaches are vital determinants contributing to safety and health performance of low-cost housing in the Malaysian context. In turn, this determinant that is formed will largely determine whether the construction practitioners engage in influencing personal responsibility towards building safety and health performance. Implications, limitations as well as suggestions for future research are accordingly discussed in this study.

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Promoting students' engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students' engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it difficult to get a holistic measure of it. Thus, the behavioural engagement alone is often measured as it enables the researcher to investigate outcomes 'in-action' and evaluate the individuals' ability at high-order thinking. The aim of this study is to explore the effect of an integrated affective-cognitive teaching and learning approach on behavioural engagements. The study utilized the quasi-experimental design method with pre-and post-test. The experimental group (n = 36) was taught a course on mechanics of material using the integrated approach while the control group (n = 34) was taught the same course using the conventional method. The results indicate that the integrated affective-cognitive learning approach promotes some types of positive behavioural engagement while suppressing other types of negative engagements. Thus, it was concluded that the integrated teaching and learning approach is effective in promoting positive behavioural engagements among engineering students.

Maintenance is not only important in ensuring the condition and physical of the old building to operate safely and effectively, but it also for an activity that is important in determining the life long of the building, so that it can be preserve and be inherit by the next generation. The need of maintenance is not only on repairing but more towards prevention method. According to the previous study, maintenance is done reactively; this further will cost serious problems in future. Therefore maintenance need good planning from the early stage and is followed with on-going implementation from time to time by all those who are responsible in it. In conjunction with this, this paper is to discuss about the importance of on-going maintenance in order to manage the old building after it has been gazette as heritage listed. At the end of the discussion, several strategies have been put forward in order to stimulate the practice of on-going maintenance as an initiative to encourage the culture of maintenance and also help to increase the quality process in a more effective maintenance management