BPMA: Commercial Steel Pipe Burst Pressure Tools

This report deliberated about the project work and the understanding of the chosen topic, which is BPMA (Burst Pressure Mobile Application) as Commercial Steel Pipe Burst Pressure Tools for Chemical Engineering Department, entitled Burst Pressure Mobile Application. A research conducted, mobile technology plays major role in recent education trend nowadays. For Generation Y and Generation Millennium, mobile technologies such as mobile phones, smart phones, tablets and laptop create a bridge over the educational gap that teachers, parents and adults left behind because younger generation nowadays have become more independent to learn things for the future. The difficulty of associating the technology and life has been one of the key factors for children to catch-up with current lifestyle. In addition, nowadays many mobile application was developed to make the way of learning easier and effective to the students. Besides, the mobile apps help student to learn fast and help them to solve their problem. In engineering fields, research has shown that the allowable pressure and burst pressure in pipe is very important for safety purposes and to avoid any failure occur. Besides that, the pressure could be considered countenance of the maximum pressure which something can sustain before it will break or burst. Pressure and burst pressure in pipe is very important in designing any system especially in Oil and Gas Industry. Hence, there is a need to develop Burst Pressure Mobile Application. This mobile application will help all the users – Lecturers, Engineering Students, even Engineers, Oil and Gas Services Company, Pipe’s suppliers, Technologist and Researcher to determine allowable pressure and burst pressure in commercial steel pipe in easier way. Additionally, it has been acknowledged that there are no any mobile application to determine allowable pressure and burst pressure in commercial steel pipe that can be used in the Google Apps Store, while instantaneously providing motivation and courage by creating this mobile application it will provide a great solution for the concern arise. There are many mobile applications to determine pressure in pipe for the user, yet there is no any mobile application to determine allowable pressure and burst pressure specific in commercial steel pipe. The objective of this project is to provide a simple mobile application to calculate the allowable pressure and burst pressure in commercial steel pipe and the output of the calculation will determine whethe

Living Without a Mobile Phone: An Autoethnography

This paper presents an autoethnography of my experiences living without a mobile phone. What started as an experiment motivated by a personal need to reduce stress, has resulted in two voluntary mobile phone breaks spread over nine years (i.e., 2002-2008 and 2014-2017). Conducting this autoethnography is the means to assess if the lack of having a phone has had any real impact in my life. Based on formative and summative analyses, four meaningful units or themes were identified (i.e., social relationships, everyday work, research career, and location and security), and judged using seven criteria for successful ethnography from existing literature. Furthermore, I discuss factors that allow me to make the choice of not having a mobile phone, as well as the relevance that the lessons gained from not having a mobile phone have on the lives of people who are involuntarily disconnected from communication infrastructures.Comment: 12 page

Designed and user-generated activity in the mobile age

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Shanzhai products and sustainable design

This paper investigates a possible solution to the need for sustainable design through a study of shanzhai products notable for their low price and quality and sometimes, even by their exaggerated design. Their existence reflects a need in China’s post-communist society to provide its population with the kinds of material goods typically associated with capitalist economies in which the advances of science and technology have been applied to the research, design and manufacture of desirable products. Political and economic expediency has meant that because of its need to ‘catch up’ with western markets, China has increasingly tended to copy western designs which it makes affordable to its own population by avoiding research and development costs. This paper will selectively examine and define the concepts and principles of shanzhai products and compare them with those of sustainable design. Although Shanzhai is satisfying in the short-term some of the materialist demands of the Chinese population, it may also be seen as detrimental to the longer-term issues of resources, sustainability and innovation

Human computer interaction for international development: past present and future

Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4D—to give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future

System upgrade: realising the vision for UK education

A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight. The report – a major outcome of the programme – is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programme’s 12 recommendations for using technology-enhanced learning to upgrade UK education