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This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant educational theory and proven instructive teaching approaches. Principles such as constructivism, interactivity, cognitive load and learner-centred design have been central considerations when constructing and structuring this resource. Structural challenges include determining a framework for the basic environment, the repository for the VR and activities, as well as the development of a learning platform arrangement to support self-directed learning in the interface. The system's current functionality is demonstrated through video imagery of a user performing activities as well as snapshots of the current screen configuration. Current feedback regarding the interface is acknowledged and future work responds to the key issues presented by these studies.

Ever since the first mariners sailed off the east coast of Scotland the Bell Rock has claimed many vessels and countless lives. Also known as the Inch Cape Rocks they lie 18 km off the coast at Arbroath. Located near the mouth of the Firth of Forth and its important shipping ports these dangerous rocks cover an area some 440 m long and 90 m wide. Submerged for all but up to four hours a day it is said that a floating bell was moored at the rocks as early as the sixteen century in an effort to warn unwary mariners.

Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen. The maps were then analyzed using three different methods. The first method considers only the structure of the map by quantifying its features. The second method considers the content and comprehensiveness of the map by classifying every concept included using a new taxonomy. The third method scores the maps against a rubric that considers the correctness of the maps' propositions as well as the maps' comprehensiveness and complexity. The results show that concept maps are a useful tool in assessing the knowledge and understanding of sustainable development concepts and that the students surveyed have a good awareness about the technical, social and environmental aspects of the domain. They did not include many concepts relating to equity and economic impact of sustainable development policies.

This paper addresses the issue of engineering education for sustainable development. In an attempt to facilitate a better integration of sustainability teaching into the engineering curriculum, it seeks to provide answers to the following fundamental questions: (1) How much do engineering students know about sustainable development? (2) What are the knowledge gaps? (3) What could be the best approach to educating engineering students for sustainable development? Some answers to the first two questions have been provided by carrying out a world-wide survey of engineering students on their level of knowledge and understanding of sustainable development. The survey results suggest that, overall, the level of knowledge is not satisfactory and that significant knowledge gaps exist. However, an encouraging result is that students believe that sustainable development is important for engineers, although they often have difficulties in making a direct link between the theory of sustainable development and engineering practice. To address the third question, the paper then discusses the implications of these findings for the engineering curriculum. It also illustrates an approach to teaching sustainability that could help to stimulate students' interest in this subject during their studies and to ensure their commitment to practising sustainable engineering later as professionals. (Contains 2 tables, 6 figures, and 1 note.)

Previous research has shown that virtual work provides benefits to individual employees (e.g. less stress, higher job satisfaction, and higher productivity), the organization (e.g. lower real estate costs and higher commitment and performance) and, potentially, society at large (less traffic, less pollution, and lower healthcare costs through reduced stress and work-family conflict). To realize the potential benefits associated with virtual work, many organizations have introduced new policies to enable employees to work virtually. However, research evidence and media reports indicate that many employees are hesitant to utilize the opportunity to work virtually. To better understand this gap between formal organizational policies and actual adoption, we investigate the predictors and conditions of virtual work adoption. Drawing on Lewin's field theory and Bandura's social cognitive theory, we examine the extent to which virtual work self-efficacy, virtual work climate, and their interaction predict individual adoption of virtual work arrangements. To test our hypotheses, we conducted a survey study of 256 employees from a multinational information technology company. Our results suggest that an effective virtual work climate encourages employees with low virtual work self-efficacy to engage in more virtual work. [ABSTRACT FROM AUTHOR]

This paper reviews design teaching at a total of 15 chemical engineering departments across Australia, Singapore, and the United Kingdom. The emphasis is on the capstone Design Project, which can be viewed as a major transition subject for students as they move into the workplace. The study shows that this subject has evolved to act as an important mechanism for teaching of transferable skills such as teamwork and oral communication. Future development of the Design Project curricula needs to focus on better integration of sustainability and peer assessment as well as accommodating the worldwide shift in curricula to more bio­based processes.

Background: Geographical distribution of healthcare resources is an important dimension of healthcare access. Little work has been published on healthcare resource allocation patterns in China, despite public equity concerns. Methods: Using national data from 2043 counties, this paper investigates the geographic distribution of hospital beds at the county level in China. We performed Gini coefficient analysis to measure inequalities and ordinary least squares regression with fixed provincial effects and additional spatial specifications to assess key determinants. Results: We found that provinces in west China have the least equitable resource distribution. We also found that the distribution of hospital beds is highly spatially clustered. Finally, we found that both county-level savings and government revenue show a strong positive relationship with county level hospital bed density. Conclusions: We argue for more widespread use of disaggregated, geographical data in health policy-making in China to support the rational allocation of healthcare resources, thus promoting efficiency and equity. [ABSTRACT FROM AUTHOR]

The effect of temperature on theion exchange equilibrium behaviorof binary systems is studied experimentally and modeled. The studyconsiders the exchange between binary systems involving Na+, K+, Ca2+and Mg2+ions with Cl–as a nonexchanging anion on Rohm and Hass gel-typeAmberjet 1200H resin as the ion exchange medium. Experimental equilibriumdata is obtained for the six constitutive binary systems at 4.0, 25.0and 60.0 °C with a total solution concentration of 0.10 N. Thenonidealities in the solution and exchanger phases are modeled byapplying the Pitzer and Wilson models, respectively. Thermodynamicequilibrium constant and Wilson interaction parameters are modeledwith respect to temperature. The model proposed allows the influenceof temperature on the ion exchange equilibrium behavior to be predictedwell. [ABSTRACT FROM AUTHOR]

The Eschede train disaster remains one of the worst railway accidents in Europe in recent years. The loss of 101 lives was caused by a range of factors but was most caused by poor engineering design decisions. The derailment of the high speed ICE train at the town of Eschede in Germany and the subsequent collapse of a bridge on to the train provides an excellent context in which to introduce first year engineering students to the importance of safety in an introductory course. The poor design decisions that led to the derailment and the subsequent collapse of the bridge have been used as a case study in a . general first year engineering subject at the University of Melbourne for several years. This paper begins by describing the sequence of events that started with the fracture of a steel tyre on one of the bogies on a passenger coach and that culminated in the collapse of a concrete overpass collapsing onto the train. The key lessons that may be learned from the disaster are then described. The learning around this safety case study is assessed in the classroom using concept maps. An analysis of 84 concept maps prepared by the class 15 weeks after the material had been presented to them provides an insight into how well the students integrated and retained the material from the case study. A method is proposed to analyse the concept maps to assess student and cohort learning of the case study. [ABSTRACT FROM AUTHOR]

The Thames Barrier is an iconic engineering structure protecting London from dangerous storm surges that might otherwise flood the city. Built in the 1970s, engineers considered many different designs before settling on the final one featuring six rising sector gates and four falling radial gates. The design of the Barrier and the many different design iterations that the engineers went through in response to the changing requirements of the client provide an excellent context within which to teach first year general engineering students design and design criteria in an introductory context. The design process of the Thames Barrier has been used as a case study in a general first year engineering subject at the University of Melbourne for several years. This paper describes several of the original designs proposed to close the Thames before the final design was developed. A detailed description of the Thames Barrier as built is given before the application of the case study to the classroom is discussed. An analysis of 226 concept maps prepared by the class 10 weeks after the material was delivered provides an insight into how the students integrated and retained the material from the case study. [ABSTRACT FROM AUTHOR]

Abstract: In solvent absorption systems for carbon dioxide capture, potassium carbonate shows particular promise as a solvent. One of the advantages of this solvent is that it is more manageable by way of separation and/or cost effectiveness in the presence of SO2. This paper examines the feasibility of using the same absorber system for simultaneous capture of both CO2 and SO2 from post combustion flue gases. Using a dynamic equilibrium apparatus, the changes in the vapour pressure were measured upon the introduction of sulphur dioxide to a CO2/ N2 mixed gas stream. It has been shown that there is a small change in the resultant vapour pressure. The overall affect of SO2 on the efficiency of CO2 capture is discussed. [Copyright &y& Elsevier]

This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant educational theory and proven instructive teaching approaches. Principles such as constructivism, interactivity, cognitive load and learner-centred design have been central considerations when constructing and structuring this resource. Structural challenges include determining a framework for the basic environment, the repository for the VR and activities, as well as the development of a learning platform arrangement to support self-directed learning in the interface. The system's current functionality is demonstrated through video imagery of a user performing activities as well as snapshots of the current screen configuration. Current feedback regarding the interface is acknowledged and future work responds to the key issues presented by these studies. [ABSTRACT FROM AUTHOR]

Abstract: Psychrometric charts present in a graphical form physical property data for gas systems involving one or more non-condensing gas components and a single condensing vapour component. Originally limited to studying the humid air system of water vapour in dry air, the theory behind preparing psychrometric charts for water vapour in natural gas is presented. To illustrate the technique two charts are prepared for a system in which the natural gas is 80.0 mol% methane, 15.0 mol% ethane and 5.0 mol% propane. One chart is prepared for the temperature range of 0 to 60 °C at a system pressure of 101.3 kPa and the other chart for the range of 40 to 110 °C at a system pressure of 400.0 kPa. The charts are based upon semi-theoretical equations and make use of published physical property data and correlations. The behaviour of the gas mixture is characterized by the virial equation of state truncated at the third term. The charts are constructed with the dry bulb temperature and absolute humidity scales as the orthogonal axes. Curves of constant adiabatic saturation temperature, constant relative humidity, constant gas specific volume and constant enthalpy deviation are plotted on the charts. Using the theory presented psychrometric charts for any temperature range, system pressure and natural gas composition may be prepared. [Copyright &y& Elsevier]

The article examines the design project workshops at 15 chemical engineering departments in Australia, Singapore and Great Britain. Among the issues being faced by institutions are the high workload required from teaching staff to provide a good design exercise and student stress. It cites several bio-focused projects in the institutions. It suggests that the incorporation of more peer assessment and a greater emphasis on sustainability would enhance further teaching in school-to-work transition.

Abstract: Psychrometric charts for condensing water vapour in Martian atmosphere at four different pressures are presented. The charts are based upon semi-theoretical equations and make use of published physical property data and correlations. The behaviour of the vapour phase is characterised by the Virial Equation of State truncated at the third term. The solubility of gas in water is also considered. The charts are constructed with the dry bulb temperature and absolute humidity scales as the orthogonal axes. Curves of constant adiabatic saturation temperature, constant relative humidity, constant gas specific volume and constant enthalpy deviation are plotted on the charts. [Copyright &y& Elsevier]

This paper addresses the issue of engineering education for sustainable development. In an attempt to facilitate a better integration of sustainability teaching into the engineering curriculum, it seeks to provide answers to the following fundamental questions: (1) How much do engineering students know about sustainable development? (2) What are the knowledge gaps? (3) What could be the best approach to educating engineering students for sustainable development? Some answers to the first two questions have been provided by carrying out a world-wide survey of engineering students on their level of knowledge and understanding of sustainable development. The survey results suggest that, overall, the level of knowledge is not satisfactory and that significant knowledge gaps exist. However, an encouraging result is that students believe that sustainable development is important for engineers, although they often have difficulties in making a direct link between the theory of sustainable development and engineering practice. To address the third question, the paper then discusses the implications of these findings for the engineering curriculum. It also illustrates an approach to teaching sustainability that could help to stimulate students' interest in this subject during their studies and to ensure their commitment to practising sustainable engineering later as professionals. [ABSTRACT FROM AUTHOR]