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This key comparison aims to assess the core capabilities of the participants in gas analysis. Such competences include, among others, the capability of preparing Primary Standard gas Mixtures (PSMs), performing the necessary purity analysis on the materials used in the gas mixture preparation, the verification of the composition of newly prepared PSMs against existing ones, and the capability of calibrating the composition of a gas mixture. According to the Strategy for Key Comparisons of the Gas Analysis Working Group, this subsequent key comparison is classified as a track B key comparison, which means that the results of this key comparison can be used to underpin calibration and measurement capabilities for propane under the default scheme. The artefact was a binary mixture of propane in nitrogen at a nominal amount-of-substance fraction level of 1000 μmol/mol. The values and uncertainties from the gravimetric gas mixture preparation were used as key comparison reference values (KCRVs). Each transfer standard had its own KCRV. The result of the participating laboratory is consistent with the key comparison reference value within the respective expanded uncertainties and deviates less than 0.1 %. Main text To reach the main text of this paper, click on Final Report. Note that this text is that which appears in Appendix B of the BIPM key comparison database kcdb.bipm.org/. The final report has been peer-reviewed and approved for publication by the CCQM, according to the provisions of the CIPM Mutual Recognition Arrangement (CIPM MRA).

The purpose of this paper is to explore components that influence the Mobile User Experience (MEX) in a mlearning interaction through a review of relevant literature. The application of mobile cellular technology in education has been the focus of the emerging domain of mlearning, and has, through numerous pilots and initiatives, been shown as having the potential to overcome several barriers experienced in education. This potential is, however counterbalanced by studies that show the relative high dropout rate and non-use for learners using a diverse array of electronic learning systems when compared to the traditional face-to-face classroom interactions. The learners as end-users often indicate a frustration with the technology as a major obstacle for the use and participation in technology enhanced learning systems. Moreover, organizations are increasingly requiring evidence that technology enhanced learning systems and programs will be widely accepted and utilized before implementing them. This paper explores and documents the components that would impact on the phenomena within a discourse between the technology affordances and domain requirements as revealed by the literature in the domains of mlearning and Mobile Human Computer Interaction (MHCI).

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