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In the construction industry, irregular schedules and long hours disrupt workers' circadian rhythms, adversely affecting their safety and health. While studies have shown that sleep timing influences safety and health, they often overlook sleep quantity, work-shift start time, and a broad range of safety and health outcomes. To fill this gap, this study examines the relationship between circadian rhythm and safety health factors, including psychological issues, wellbeing, behavioral issues, altruistic behaviors, sleep quantity, starting hours at work, and parental care in 1,400 construction workers using a questionnaire. We investigated safety health using scales for psychological issues (0-34), wellbeing (0-24), behavioral issues (0-29), and altruistic behaviors (0-27). Midsleep time on weekends estimated circadian rhythm, with multilevel regressions adjusting for sleep quantity, work start time, and various characteristics. Results showed average midsleep at 04: 11 h, with a 1 h delay associated with increased psychological issues (0.37), behavioral issues (3.0%), decreased wellbeing (0.19), and decreased altruistic behaviors (0.18). These findings highlight a correlation between early circadian rhythm and poor safety health, independent of sleep quantity and work-shift start time. Addressing circadian rhythm disruptions could be crucial for improving safety health outcomes, suggesting that work schedule adjustments and better sleep practices may mitigate adverse effects on workers' health and wellbeing. [ABSTRACT FROM AUTHOR]

Construction Hazard Prevention through Design (CHPtD) is widely recognized as a key approach for preventing injuries in construction workplaces. It prioritizes the safety of construction workers by explicitly tackling potential hazards during the design development phase. This involves proactively incorporating design features aimed at minimizing the risk of workplace injuries. Despite the theoretical promise of CHPtD, practical implementation has faced significant challenges. Notably, prior research has emphasized issues such as designers' unfamiliarity with construction means and methods, along with their inability to anticipate safety hazards that may arise in the field due to their design choices. In response, proponents of CHPtD have advocated for educational interventions aimed at equipping designers with the essential skills needed for effective implementation of CHPtD. This investigation assessed the effectiveness of YouTube as an educational resource for enhancing hazard recognition in simulated CHPtD review sessions among civil engineering students. YouTube was expected to aid hazard recognition due to its extensive collection of videos featuring various construction operations and related safety hazards. The study utilized a randomized controlled experiment to evaluate treatment effects. The results indicate that YouTube can serve as a valuable tool in supporting CHPtD efforts. Furthermore, the benefits derived from using YouTube were more pronounced when examining specific building elements (e.g. interior upper-level drywall) compared to other elements. [ABSTRACT FROM AUTHOR]

The purpose of the investigation was to evaluate the utility of ChatGPT, a state‐of‐the‐art language model developed by Open AI, in the context of civil engineering education. To achieve this objective, 44 civil engineering students from a large state university in the United States were recruited and asked to respond to three questions pertaining to Construction Surveying and Geomatics. The students were then introduced to ChatGPT and provided with guidelines on how the platform could be utilized for educational purposes, including obtaining answers to questions like those presented to them earlier. The students were then given the opportunity to leverage ChatGPT to obtain responses to questions they had been presented with earlier and any other related queries of interest. Subsequently, the students were asked to provide written responses to the same questions they were presented with earlier, but without access to ChatGPT or its response, to assess any knowledge gains. The investigation also captured the student's acceptance and perceived usability based on their experience of using ChatGPT. The findings indicated that the student's written responses were more thorough, detailed, and informative after utilizing ChatGPT. The results also revealed that ChatGPT was largely well‐received by the students and they held a positive perception of the AI platform. The findings can inform efforts targeted at successfully integrating AI tools for civil engineering education. [ABSTRACT FROM AUTHOR]