The present study was intended to analyze the Ethiopian Federal TVET Institute trainees’ academic and professional needs of the English language and its relevance to their needs. In the study, descriptive design was employed and data collection tools, namely close-ended questionnaires, semi-structured interviews and content analysis were used. Eighty trainees and 30 former graduates were included using simple random sampling technique to fill in questionnaires and for interviews two major course trainers and two former graduates among those who filled in the questionnaires were selected using the same sampling technique, and all the available (4) Communicative English Skills course instructors were included. Moreover, Communicative English Skills I and II course materials/modules were also analyzed to examine the relevance of the courses to meet the trainees’ academic and professional needs. The questionnaires data were analyzed quantitatively and qualitative data were analyzed using thematic data analysis methods. The study showed that reading technical course books, lecture handouts and  examination papers, taking lecture notes, writing organized paragraphs concisely, exam answers, term papers and researches, presenting project reports and seminars orally in the classroom, and listening to lectures and technical conversations are the most frequently needed English sub-skills by the trainees. The findings also showed that most of the language contents are not compatible with the trainees’ English language needs. Thus, the teaching material currently in use lacks topical/thematic relevance to the trainees’ fields of study in almost all the units. The findings might have implications for ESP material developers and course designers.

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The Hertzian contact parameters are evaluated by taking into account the increase in temperature of the wheel due to braking under a steady mechanical loading. An equivalent mechanical load is evolved by Finite Element Analysis (FEA) to produce the same effect of the mechanical and thermal loading. The values obtained by FEA and Hertz theory for steady mechanical loading as well as for equivalent mechanical loading are matching. The contact parameters are found to vary linearly with temperature and equations are developed to obtain these parameters under thermal and mechanical loading. For 146.3 °C temperature of wheel due to braking, the contact pressure is 941.3 MPa, shear stress is 378 MPa and for solo mechanical loading, they are 519.8 MPa and 191 MPa correspondingly. The area of contact patch has increased from 0.0652 m2 to 0.142 m2 by 2.2 times due to thermal effect.