TECHNICAL UNIVERSITY OF MOMBASA

SCHOOL OF ENGINEERING AND TECHNOLOGY

DEPARTMENT OF BUILDING AND CIVIL ENGINEERING

BACHELOR OF TECHNOLOGY IN CIVIL AND BUILDING ENGINEERING

This attachment report is submitted in partial fulfillment of the academic requirements for Bachelor of
Technology in Civil and Building Engineering in School of Engineering and Technology

INTERNAL ATTACHMENT REPORT AT TECHNICAL UNIVERSITY OF

MOMBASA

NAME OF ATTACHEE: SEDHOR SENGHOR OBIA

REG NO: BTCE/394J/2021

EMAIL: [email protected]

TEL: 0711272642

Attachment period: 8 weeks

 DECLARATION
I Sedhor Senghor of registration number BTCE/394J/2021 pursuing bachelor of technology in
civil engineering hereby declare that this internal attachment report is my own prepared work
upon the completion of the two months internal attachment at the Technical University of
Mombasa.

I declare that this attachment report has never been previously submitted to any other student
in any other university. The materials generated by other researchers is included, the parties
and/or materials are indicated in the acknowledgement or are explicity stated with reference as
appropriate.

DEDICATION
This report is dedicated to;
I. My beloved parents who have been my source of inspiration and gave me
encouragement when I thought of giving up, who continually provide their
moral, spiritual, emotional and financial support.
II. To my beloved friends, brothers, sister and relatives who share their words
advice.
III. To Almighty GOD who gives me guidance, strength, protection and health.

For fulfillment of degree in Bachelor of Technology in Civil Engineering by Sedhor Senghor Reg.
NO BTCE/394J/2021

ABSTRACT
This internal attachment report is fully prepared by me upon the completion of the two month internal
attachment at the Technical University of Mombasa.

Industrial attachment is a crucial and significant element of a learning process. It enables students to get
the first- hand experience and wider perspective of the diverse environment of engineering so as to
equip them with the relevant and much needed skills in the job market.

It entails the summary [in relation to the activities recorded in the log book] of most or all the activities
done during the internal attachment at the Technical University of Mombasa
ACKNOWLEDGEMENT

I thank the following for assistance given to me during my attachment period:

1. All lectures who have installed theoretical knowledge to I as student.

2. Also to lab supervisors who installed practical knowledge
3. The completion of this attachment depended on my parents who offer moral, spiritual,
emotional and financial support.
 TABLE OF CONTENTS

 Personal information ……………………………………………………………………….….1

 Declaration...............................................................................................2
 Dedication…………………………………………………………………………….………………2
 Abstract…………………………………………………………………………………………....….2
 Acknowledgement……………………………………………………………………..………….3
 Table of contents…………………………………………………………………………………...4

CHAPTER 0NE………………………………………………………………………………………….
INTRODUCTION

 Introduction……………………………………………………………………………………………….
 Objectives of the industrial attachment……………………………………………………..
 Company’s profile………………………………………………………………………………………
 Company’s mandates…………………………………………………………………………………
 Company’s mission……………………………………………………………………………………
 Company’s organization……………………………………………………………………………

CHAPTER TWO

ACTIVITIES CARRIED OUT DURING THE ATTACHMENT PERIOD

Introduction ……………………………………………………………………………….

These are the activities carried out in the following areas………….

Soft skills………………………………………………………………………………………

WELDING …………………………………………………………………………………….

2.3 INTRODUCTION…………………………………………………………………….

2.4 OBJECTIVES………………………………………………………………………….

2.5 TOOLS AND MATERIALS ……………………………………………….

2.6 MAIN TYPES OF WELDING ……………………………………………….

2.7 PRECAUTIONS…………………………………………………………….

2.8 CHALLENGES…………………………………………………………………….

2.9 RECCOMEDATIONS……………………………………………………………….

3.PLUMBING ……………………………………………………………

3.1 INTRODUCTION…………………………………………………….
3.2 OBJECTIVES ……………………………………………………

3.3 TOOLS AND MATERIALS …………………………………………………………

3.4 PIPE THREAD PROCEDURE (LATHE) ………………………………………

3.5 TYPES OF PIPE FITTINGS ………………………………………………………….

3.6 CHALLENGES …………………………………………………………………………

3.7 RECCOMENDATIONS ……………………………………………………….

4.0 MASONRY……………………………………………………………….

4.1 INTRODUCTION …………………………………………………………

4.2 OBJECTIVES ………………………………………………………………………

4.3 TOOLS AND MATERIALS …………………………………………….

4.4 BLOCK MAKING PROCEDURE …………………………………………………

4.5 CHALLENGES …………………………………………………………….

4.6 BATCHING CONCRETE …………………………………………………………

4.7 TYPES OF CONCRETE BLOCKS OR CONCRETE MASORNY …………………………

4.7.1 solid concrete blocks …………………………………………………………….

4.7.2 hollow concrete blocks …………………………………………………….

5.0 CARPENTRY ……………………………………………………………………………………………….

5.1 INTRODUCTION ……………………………………………………………………………………………….

5.2 OBJECTIVES …………………………………………………………………………………………………….

5.3 TOOLS AND MATERIALS ………………………………………………………………………………….

5.4 TYPES OF WOOD JOINERY …………………………………………………………………………….

5.5 CHALLENGES …………………………………………

5.6 RECCOMENDATIONS ……………………………………………………………………………….

6 LOGBOOK DETAILS AND OTHER REQUIREMENTS ………………………………………….

Critical thinking ………………………………………………………………………………….

6.0 Report writing skills………………………………………………………………………………

6.1 Teamwork/leadership skills……………………………………………………………………………….

7CHAPTER THREE…………………………………………………………………………………………………….

7.0CHALLENGE, CONCLUSION AND RECOMMEDATION………………………………………………………………………

7.0.1 challenges encountered during the attachment………………………………………………………………………………

7.0.2 conclusion ………………………………………………………………………………………………………………………..

7.1 recommendation for the challenges encountered………………………………………………………

8 REFERENCES…………………………………………………………………….
2 CHAPTER ONE
2.0 INTRODUCTION
This report has been written with the view of detailing the activities carried out during the two months
internal attachment at The Technical University of Mombasa. The Technical University of Mombasa is a
University found in the Kenyan coastal region at the town of Mombasa.

The purpose of this report is to explain what I did and learnt during my attachment period, the report
focuses primarily on the assignment handled, working environment, success and shortcomings I
encountered when handling various tasks assigned to me. The report will therefore give a number of
recommendations on the attachment program as observed. It is my hope that this report will serve as a
stepping stone towards the improvement of the attachment programs and to serve as testimonial of
practices done to those who would wish to go for attachment .

1.2 OBJECTIVES OF THE INDUSTRIAL ATTACHMENT

The industrial attachment is compulsory in the Kenyan system of education for the fulfilment of the
education system and is assigned its own time as it is very beneficial to the learner.

The following are the objectives of the industrial training programme to the learner:

a) To provide an opportunity for students to observe real life practices and implementations for
theoretical lessons and principles
b) To provide an opportunity of students to discover, learn and familiarize with industry of their
discipline and with the organization within the industry
c) To ensure course work and training programme satisfy the expectations of the industry and
ensure the programme are relevant and up to date.
d) To provide the chance for the industry to identify potential employees from among the
industrial trainees.
1.3 COMPANY’S PROFILE
The technical university of Mombasa is located In Kenya in the coastal city of Mombasa in the Tudor
area. The chairman of the university is Dr. Robert Alunga and the vice-chancellor is Professor Laila Abu-
Bakr.

The institution history and background

Technical University of Mombasa (TUM) has passed through three transitional levels to become what it
is now. The various phases it has undergone so far reflect the GOK’s concerted efforts in promoting
technical, industrial, vocational and entrepreneurship education and training in line with the dynamic
technological and industrial growth in Kenya and in Africa.

In the year 1976, MTI transformed to become the Mombasa Polytechnic, becoming the 2nd National
Polytechnic in Kenya. The Mombasa Polytechnic continued to develop more market driven programs,
anchored on the five established Departments of Business Studies, Electrical and Electronics
Engineering, Building and Civil Engineering, Mechanical Engineering and Applied Sciences.

In a Government strategy to increase access to University education across the Country, the dream to
convert the Polytechnic to a University College was realized on 23rd August 2007, through a Legal Notice
No. 160, when The Mombasa Polytechnic University College (MPUC) was established.

The University College status resulted in many positive changes implemented with great support by the
Government of Kenya, including recruitment and development of staff, expansion of infrastructure,
provision of facilities and introduction of new academic programmes under the mentorship of Jomo
Kenyatta University of Agriculture and Technology. All these came at a time when the Country had
started warming up to the Kenya vision 2030

In 2013 Mombasa polytechnic University College (MPUC) became Technical University of Mombasa after
being fully-fledged. The University had two well established Faculties and two Schools namely Faculty of
Applied and Health Science and Faculty of Engineering and Technology and School of Humanities and
Social Sciences and School of Business Studies.

The transition to the Technical University of Mombasa is therefore timely as the Country moves forward
in addressing the social pillars of the Kenya vision 2030.
1.4 COMPANY’S MANDATE
To provide leadership and outstanding programs by engaging in scholarly reflection, cultivating critical
thinking and advancing creative problem solving skills in the fields of engineering, the sciences, business
and related areas that benefits the society.

.5 COMPANY’S MISSION
To provide leadership and outstanding programs by engaging in scholarly reflection, cultivating critical
thinking and advancing creative problem solving skills in the fields of engineering, the sciences, business
and related areas that benefits the society.

1.6 COMPANY’S ORGANISATION CHART

It comprises of

 The chancellor
 The vice chancellor
 The university council
 The senate
 The university management board
 The administrative staff
 The academic staff
CHAPTER TWO

ACTIVITIES CARRIED OUT DURING THE ATTACHMENT PERIOD

Introduction

This is an 8 –week program that requires attaches’’ to engage in various assigned tasks across many labs

and workshops in the electrical department. For smooth and efficient organization of the program,

activities are divided into two broad categories:

1 Technical skills

2Soft skills

Technical skills

These are activities carried out in the following areas:

a) Masonry

b) Carpentry

c) Plumbing

d) Welding

e) Sites visitation

Soft skills

These are skills such as:

a) Logbook details and other requirements

b) Report Writing

c) Teamwork/leadership

d) Research/Innovation challenges
WELDING

2.3 INRODUCTION

Welding is a fabrication process whereby two or more parts are fused together by means of heat,
pressure or both

forming a join as the parts cool

2.4 OBJECTIVES

 Fabricate and assemble a given project according to specifications and specified tolerances using
trade-related equipment
 Perform oxyacetylene welding and cutting operations following safe work practices
 Demonstrate safe workplace practices by identifying potential hazards
 Perform Shielded Metal Arc Welding (SMAW) on tee, lap, corner, and butt joints to trade
specifications in the flat, horizontal, vertical, and overhead positions
 Perform Gas Tungsten Arc Welding (GTAW) on tee, lap, corner, and butt joints in flat and
horizontal positions with applicable filler rod on mild steel, stainless steel, and aluminum
 Fabricate and assemble various metal components using various hand and power tools
 Communicate effectively with co-workers, supervisors and clients while displaying good problem
solving abilities, behaviors and attitudes

2.5 TOOLS AND MATERIALS

  Welding Helmet.
 Welding Jacket.
 Welding Gloves.
 Safety Glasses.
 Ear Protection.
 Grinding Visor.
 Steel Toe
 Work Shoes.
 Fire Extinguisher.
 Welding Machine.
 Welding Table or Cart.
 Marking Tools.
 Angle Grinder.
 Welding Wire.
 Vice Grips & Pliers.

2.6 MAIN TYPES OF WELDING

a. FLUX-CORED – FLUX-CORED ARC WELDING (FCAW)

Flux-cored arc welding is similar to MIG welding because both use continuous wire and power supplies.
You will combine a continuous electrode with a base metal. The electrode is a hollow tube filled with
flux that is fed through the weld gun and into the weld pool. When welding outdoors, a flux shield offers
protection against weather elements. This type of welding is used for welding thicker metals and is used
in machining industries.

b. STICK – SHIELDED METAL ARC WELDING (SMAW)

For this type of welding, you will use a shielded metal art welding or more commonly known as Stick
welding. You will use a consumable and protected electrode, or stick. The stick softens and combines
metals by heating with an arc between a covered metal electrode and the base metal workpiece. As the
stick melts, its protective cover also melts and shields the weld area from oxygen and other gases that
may be in the air.

c. TIG – GAS TUNGSTEN ARC WELDING (GTAW)

TIG welding also uses electric arc like MIG. When working with TIG welding, you use an electrode made
of tungsten. Tungsten is one of the toughest metal materials. It will not dissolve or burn off. Welding can
be done through a process known as fusion which is using or not using a filler metal. TIG also uses an
external gas supply, such as argon or helium.

d. GAS METAL ARC WELDING (GMAW)

MIG welding is used in the auto industry for repairing vehicle exhausts and is also used in creating
homes and buildings. It is one of the most common types of welding. This is a type of arc welding that
uses a continuous wire called an electrode. You will also use a shielding gas that travels through the
welding gun and protects against contamination.

2.7 PRECAUTIONS
The following activities to be done before any welding action starts

 Protect the eyes, ears, head, hands, torso and feet from burns.
 Check the area for combustible materials.
 Make sure everyone around has proper personal protective equipment (PPE).
 Always know what direction the torch/flame is pointed.
 Follow the proper setup and tear-down procedures.

2.8 CHALLENGES

 Presence of spatter on welded materials

 Few welding tables in the workshop
 Slug inclusion on welded joints

2.9 RECCOMENDATIONS

 Welding currents to be reduced to avoid spatter

 The institution add more welding tables to avoid congestions
 Having the correct current, voltage and good arc characteristics would be necessary to ensure
quality welds with complete fusions when running through.

3 PLUMBING
3.1 INRODUCTION
 The skill and art that is needed to transport water from the source to the users, then to the
treatment plants, and finally supplying the treated water to the users through a distribution
system is known as plumbing. It is a system of pipes and fittings that carry water.

The plumbing and sanitary system is an essential part of every house or building. Proper
planning and designing of plumbing system is crucial as it takes care of the hygiene
requirements of the occupants. It has been reported that about 8 per cent of the construction
cost of a building is marked for plumbing and sanitary work.

3.2OBJECTIVES
 Encourage students develop the knowledge and skills in handling the tools, materials and
equipment used in plumbing
 To develop skills of pipefitting
 The students will perform the hands-on assembly maintenance and testing traps

3.3 TOOLS AND MATERIALS

 pipe wrench
 plunger
 pliers
 hacksaw
 basin wrench
 adjustable spanner
 thread steel tape
 tape measure

3.4 PIPE THREAD PROCEDURE (LATHE)

  Set the speed to one quarter of the speed used for turning
 Set the quick change gearbox for the required pitch in the threads
 Set the compound rest at 29 degrees to the right hand threads
 Install a 60 degree threading tool bit to the lathe centre
 Set the tool bit and a right angles to the work, using thread gage
 Coat the area to be threaded using layout solution
 Move the threading tool up to the part using both the compound and the cross feed
 Turn on the lathe and engage the half nut
 Using a screw pitch gage check the thread pitch
 Feed the compound in .005 to .20 inch
 Continue this process until the tool is within .010 inch of the finish depth
 Check the size using a screw thread micrometer, thread gage or using the three wire system
 Chamfer the end of the thread to protect if rom damage

3.5 TYPES OF PIPE FITTINGS

 Unions: Used to join pieces of pipe where pipes cannot be turned or when a piece of equipment
may have to be removed for maintenance or replacement.
 Adaptor Fittings: Used to change the end of a non-threaded pipe to male or female threads as
needed. Most commonly used in copper and plastic plumbing jobs.
 Caps: Used to close the end of a dead-end pipe.
 Plugs: Used to close an ending on a pipe fitting normally used for inspection or cleanout.
 Nipples: Short lengths of pipe threaded at both ends.
 Wyes: Used primarily to gain inside access to DWV (drain-waste-vent) systems.
 Valves: Devices that control the flow of liquid or gas through or from a pipe. (Compression
valves, ball valves, sleeve-cartridge valves, ceramic disc valves, etc)
 PVC Fittings: Come in a wide variety of configurations and may be glued (S) or threaded (T)
 Copper Tubing Fittings: Use compression fittings. Common fittings are couplings, ells, and tees.
 Unions: Used to join pieces of pipe where pipes cannot be turned or when a piece of equipment
may have
 to be removed for maintenance or replacement.
 Adaptor Fittings: Used to change the end of a non-threaded pipe to male or female threads as
needed.
 Most commonly used in copper and plastic plumbing jobs.
 Caps: Used to close the end of a dead-end pipe.
 Plugs: Used to close an ending on a pipe fitting normally used for inspection or cleanout.
 Nipples: Short lengths of pipe threaded at both ends.
 Wyes: Used primarily to gain inside access to DWV (drain-waste-vent) systems.
 Valves: Devices that control the flow of liquid or gas through or from a pipe. (Compression
valves, ball
 valves, sleeve-cartridge valves, ceramic disc valves, etc)
 PVC Fittings: Come in a wide variety of configurations and may be glued (S) or threaded (T)
 Copper Tubing Fittings: Use compression fittings. Common fittings are couplings, ells, and tees.

3.6 CHALLENGES
  Few materials
 Limited time in the workshop

5.6 RECCOMENDATIONS

 The institution to purchase more materials in the plumbing workshop

 Practical time in the workshop to be increased

4 MASONRY
4.1 INTRODUCTION

Masonry is a construction material that has been used throughout the years as a structural or non-
structural component in buildings. Masonry can be described as a composite material made up of
different units, diverse types of arrangements with or without mortar, and used in many ancient public
buildings as well as with the latest new technologies being applied in construction. Research in the
multiple relevant fields, as well as crossing structural with non-structural needs, is crucial for
understanding the qualities of existent buildings and to develop new products and construction
technologies. Masonry consists of building structures from single units that are laid and bound together
with mortar. Brick, stones, blocks are the common materials used masonry.

4.2 Objectives

 To understand how different masonry tools are used practically.

 To enable students know how to handle mortar and its application in various fields
 To enable trainees get to know different concrete ratio and where each one of them is
applicable

4.3 TOOLS AND MATERIALS

 Sand
 Water
 Sand
 Concrete block making machine
 Ballast
 Cement

4.4 BLOCK MAKING PROCEDURE

  Gather all raw materials i.e cement, sand & ballast
 Batch them according to the ratio 1:3:6
 Place them into the concrete block machine and commence the process of mixing, where all
constituents are blended for a short period of time
 Put the materials into the machine add water and start the molding process
 Two blocks were molded at a time
 The complete concrete blocks are the removed and arranged on the ground
 Curing is done for at least seven days to ensure full strength of the concrete block is achieved

4.5 CHALLENGES

Under masonry, the following challenges were experienced:

 Lack of cement
 Difficulty in accessing the block machine by the students since it was only one

4.6 RECOMMENDATIONS

Following the challenges faced, the following recommendations should be achieved in so as to avoid any
future difficulties during the attachment.

 Masonry raw materials (cement, sand, ballast) to be should be brought in time

 Masonry tools to be including the block making machine to be multiplied

4.7 BATCHING CONCRETE

This refers to the estimating and mixing the required concrete ingredients with both weight or volume
according to the mix design and transplanting them into the mix to create a consistent quality of
concrete.

4.8 Types of batching of concrete

Following the three type of batching of concrete

 Random volumetric batching. Devoid of any control over the size and shape of the applied
containers causing major disturbances and deviations numbers. This method is completely
unscientific, unsophisticated, and should not be recommended even for a small project.
 volumetric batching. Volume batching of concrete is accomplished with the use of a
measurement box. Concrete components such as aggregates and cement are calculated with
farms or gauge boxes and proper precaution must be taken to ensure that the form of gauge
box is excessively filled.
 Weigh batching of concrete. Weigh Batching of Concrete is accomplished by using a batch of
wet batch or weighting system. On large projects, automated batching plants are set up to
facilitate the optimization of quality and uniformity.

4.9 Types of Concrete Blocks or Concrete Masonry

Depending upon the structure, shape, size and manufacturing processes concrete blocks are
mainly classified into 2 types and they are
o Solid concrete blocks
o Hollow concrete Blocks
4.9.1 Solid Concrete Blocks
These blocks are commonly used, which are heavy in weight and manufactured from dense
aggregate. They are very strong and provides good stability to the structures. So for large work
of masonry like for load bearing walls these solid blocks are preferable. They are available in
large sizes compared to bricks. So, it takes less time to construct concrete masonry than brick
masonry.
4.9.2 Hollow Concrete Blocks
Hollow concrete blocks contains void area greater than 25% of gross area. Solid area of hollow
bricks should be more than 50%. The hollow part may be divided into several components
based on our requirement.
4.9.2.1 Types of hollow concrete blocks
 Stretcher block
 Corner block
 Pillar block
 Jamb block
 Partition block
 Lintel block
 Frogged brick block
 Bull nose block
5 CARPENTRY

5.0 INRODUCTION

Carpentry Technology allows the student to explore the trade of carpentry. Students will be be able to
learn about the tools, equipment, and practices common to the trade, with a constant emphasis on safe
work habits. Students will develop their knowledge of solid wood products and be able to describe their
characteristics and applications in industry. They will identify, explore, and apply various methods of
wood joinery while developing technical skills with various hand and power tools common to the
carpentry trade. They will also develop skills in communication through drafting, and apply basic math
concepts to solve trade-related problems. This is a recommended prerequisite course for all other
carpentry technology courses.

5.1 OBJECTIVES

The following are the objectives under this section:

 Identify the safety equipment that a carpenter should wear to protect his eyes, hands and feet
 The students to be able to list and familiarize themselves with various carpentry tools
 Describe how to check the accuracy of framing square
 Learn types of carpentry joints
 Dismantle various types of carpentry joints
 Tell how you would acquire the hand tools you need as a carpenter
5.2 TOOLS AND MATERIALS

The common tools used in carpentry include the following:

 Hammer
 Mallet
 handsaw
 Tape measure
 Carpenter’s pencil
 Speed square
 Nail puller
 Chisel
 Spirit level

5.3 TYPES OF WOOD JOINERY

 Butt joint. This is achieved when piece of wood butts another at right angle. This joint is
fastened using mechanical fasterners. Butt joint is commonly used in wall framing.
 Mitered joint. This joint is similar to butt joint except that the two pieces of wood are joined at
an angle.
 half-lap joint. With a half-lap joint, the ends of the two adjoining pieces of wood are reduced to
half their thickness at the point where they overlap. There are stronger joints, but a half-lap has
an aesthetic appeal over butt joints because they maintain a uniform thickness with the rest of
the structure.
 Mortise joint.Mortise joints are also known as mortise-and-tenon joints. While they look like
butt joints from the outside, a protruding element is carved into one piece (the tenon) which
slides into a corresponding recess (the mortise) in the other piece. With the increased gluing
surface area where the two wood pieces are joined, it is a significantly stronger—and more
elegant—alternative to a butt joint.
 Tongue and groove joint. These joints consist of a tongue, or a ridge, on one piece of wood and
a groove, or channel, on the other. The tongue slides into the groove to create a strong joint.
 Coped joint. A coped joint is a variation on the miter joint that lays underneath the miter joint.
It addresses the reality that the corners of many rooms do not in fact meet at 90-degree angles.
Beneath the exterior
(visible) miter joint, the two pieces of wood that make up a coped joint are carved like puzzle pieces to

form an irregular but custom fit.

 Dado joint. The dado joint gets its name from the Italian word for a die or plinth. It resembles a
groove— a trench cut into one piece of wood parallel to the grain that another piece of wood
slides into.
 Rabbet joint. A rabbet joint is related to the dado joint and consists of an open-sided channel
along the end of a piece of wood. It often matches a corresponding cut in the piece it is paired
with to create a double rabbet joint.
 Pocket-hole joints. This type of joint rely on fasteners, namely pocket-hole screws. They are
effectively a butt joint with a small pocket-hole drilled into one of the pieces of wood. The two
pieces are then attached with a self-tapping pocket-hole screw.
 Dowel joint. Dowel joints serve the same purpose as pocket-hole joints but are more
aesthetically appealing, and wooden dowels offer greater strength than nails or screws.
 Dovetail joint. A dovetail joint is of the most distinctive joints and is recognized as a sign of
expert craftsmanship. They are made of a series of interlocking pins and tails in trapezoidal
shapes. They were long covered by veneers, but today they are typically left visible in
appreciation of the skill involved in creating them.
5.4 CHALLENGES

A few challenges were experienced

 Few students incurred injuries due to lack on safety equipment

 Glue stuck on carpentry products
 Weak joints
 Muscle injuries were also experienced due to lifting heavy objects
 Knee injuries as a result of kneeling for long periods

5.5 RECCOMENDATIONS

The following exhortation were expressed

 The school should purchase safety gear to students in surplus

 Cabinet scrape to be purchase to help deal with glue smear
 Strong fitting is required to avoid weak joints
 Attaches practice period per day should be minimized to avoid muscle injuries
 Students should have their own personal knee protector to avoid knee injuries
8 Logbook details and other requirements

While filling the logbook, I got a great opportunity to learn some skills described below:

Critical thinking: I was induced into the ability to think clearly and rationally to understand the logical
and practical interconnection between ideas and concepts. These skills, are one of the top skills for
students to be able to adapt to complex workplace structures and environment as professional.

Creative thinking: while writing the report it allowed me to expand and discover possibilities in almost
every aspect of live. It enabled me to look at things differently and find new and creative ways to solving
complex problems

8.0 Report Writing skills

On the process of report writing, I got a great opportunity to learn some skills described below:

Critical thinking: I was induced into the ability to think clearly and rationally to understand the logical
and practical interconnection between ideas and concepts. These skills, are one of the top skills for
students to be able to adapt to complex workplace structures and environment as professional.

Creative thinking: while writing the report it allowed me to expand and discover possibilities in almost
every aspect of live. It enabled me to look at things differently and find new and creative ways to solving
complex problems
8.1 Teamwork/Leadership skills

I was lucky to develop the following team work skills

 Communication
 Time management
 Problem solving
 Listening
 Critical thinking
 Collaboration
9 CHAPTER THREE

9.0 CHALLENGES, CONCLUSION & RECOMMENDATIONS

9.0.1 Challenges Encountered during the Attachment

 Lack of free access to machines and equipment

 Shortage of materials and equipment
 Inappropriate machines
 Not allowed to use some equipment

9.0.2 Conclusion.

If industrial attachment is properly planned and implemented it may be the panacea to solve death of
skills needed for employment. This study has shown that university graduates are handicapped due to
inadequate on the job training skills. Financial challenges, inadequate attachment openings, relevance of
attachment, lack of free access to machines and equipment and inadequate training equipment in some
institution have been noted to compromise training of attachees. An immediate intervention is needed
to produce a crop of graduates with skills needed by employers.
9.1 Recommendations for the Challenges Encountered

Based on the findings of the study the study comes up with the following recommendations:

 It is recommended that institutions must have feasible projects establishments where a good
number of students can learn practicals related to their trades.
 The polytechnic education must be given adequate resources by all stakeholders to enable these
colleges train and produce a crop of graduates needed to transform the economy.
 There is need for professional development in dealing with attachment issues, both students
and employer representatives to be appraised of college expectations on attachment.
 Workshops on workplace regulations must be conducted to protect attaches and eliminate
issues common injuries.
 The institution ought to purchase enough and sufficient materials and equipment to ensure the
smooth running and success of the attachment.
10 REFERENCES

 Kalman Šipoš, T.; Strukar, K. Prediction of the Seismic Response of Multi-Storey Multi-Bay
Masonry
 Infilled Frames Using Artificial Neural Networks and a Bilinear Approximation. Buildings 2019, 9,
121.
 Furtado, A.; Vila-Pouca, N.; Varum, H.; Arêde, A. Study of the Seismic Response on the Infill
Masonry
 Walls of a 15-Storey Reinforced Concrete Structure in Nepal. Buildings 2019, 9, 39.
 De Risi, M.T.; Del Gaudio, C.; Verderame, G.M. Evaluation of Repair Costs for Masonry Infills in
RC
 Buildings from Observed Damage Data: The Case-Study of the 2009 L’Aquila Earthquake.
Building 2019,
 9, 122.
 Bayuaji, R.; Ruki Biyanto, T. Deflection Prediction of No-Fines Lightweight Concrete Wall Using
Neural
 Network Caused Dynamic Loads. Buildings 2018, 8, 62.
 Asteris, P.G.; Moropoulou, A.; Skentou, A.D.; Apostolopoulou, M.; Mohebkhah, A.; Cavaleri, L.;
 Rodrigues, H.; Varum, H. Stochastic Vulnerability Assessment of Masonry Structures: Concepts,
 Modeling and Restoration Aspects. Appl. Sci. 2019, 9, 243.
 Asteris, P. G., Argyropoulos, I., Cavaleri, L., Rodrigues, H., Varum, H., Thomas, J., Lourenço, P.B.
 Masonry Compressive Strength Prediction Using Artificial Neural Networks BT -Transdisciplinary
 Multispectral Modeling and Cooperation for the Preservation of Cultural Heritage. In A.
Moropoulou, M.
 Korres, A. Georgopoulos, C. Spyrakos, & C. Mouzakis (Eds.); Cham: Springer International
Publishing:
 Basel, Switzerland,2019, pp. 200–224.

 Domingues, J.C.; Ferreira, T.M.; Vicente, R.; Negrão, J. Mechanical and Typological
Characterization of
 Traditional Stone Masonry Walls in Old Urban Centres: A Case Study in Viseu, Portugal.
Buildings 2019,
 Ademović, N.; Oliveira, D.V.; Lourenço, P.B. Seismic Evaluation and Strengthening of an Existing
 Masonry Building in Sarajevo, B&H. Buildings 2019, 9, 30.
 Fathalla, E.; Salem, H. Parametric Study on Seismic Rehabilitation of Masonry Buildings Using
FRP Based upon 3D Non-Linear Dynamic Analysis. Buildings 2018, 8, 124.
 Uranjek, M.; Lorenci, T.; Skrinar, M. Analysis of Cylindrical Masonry Shell in St. Jacob`s Church in
Dolenja
 Trebuša, Slovenia—Case Study. Buildings 2019, 9, 127.
 Adhikari, R.; Jha, P.; Gautam, D.; Fabbrocino, G. Seismic Strengthening of the Bagh Durbar
Heritage
 Building in Kathmandu Following the Gorkha Earthquake Sequence. Buildings 2019, 9, 128.
 Manos, G.C.; Kotoulas, L.; Kozikopoulos, E. Evaluation of the Performance of Unreinforced
Stone
 Masonry Greek “Basilica” Churches When Subjected to Seismic Forces and Foundation
Settlement.
 Buildings 2019, 9, 106.