The development of a CFD based simulator for water mist suppression systems: the development of the fire submodel

The FIRE Detection and Suppression Simulation (FIREDASS) project was concerned with the development of water misting systems as a possible replacement for halon based fire suppression systems currently used in aircraft cargo holds and ship engine rooms. As part of this program of work, a computational model was developed to assist engineers optimize the design of water mist suppression systems. The model is based on Computational Fluid Dynamics (CFD) and comprised of the following components: fire model; mist model; two-phase radiation model; suppression model; detector/activation model. In this paper the FIREDASS software package is described and the theory behind the fire and radiation sub-models is detailed. The fire model uses prescribed release rates for heat and gaseous combustion products to represent the fire load. Typical release rates have been determined through experimentation. The radiation model is a six-flux model coupled to the gas (and mist) phase. As part of the FIREDASS project, a detailed series of fire experiments were conducted in order to validate the fire model. Model predictions are compared with data from these experiments and good agreement is found.

Reflective practice: the enduring influence of Kolb’s Experiential Learning Theory

Since 1984 David Kolb’s Experiential Learning Theory (ELT) has been a leading influence in the development of learner-centred pedagogy in management and business. It forms the basis of Kolb’s own Learning Styles’ Inventory and those of other authors including Honey and Mumford (2000). It also provides powerful underpinning for the emphasis, nay insistence, on reflection as a way of learning and the use of reflective practice in the preparation of students for business and management and other professions. In this paper, we confirm that Kolb’s ELT is still the most commonly cited source used in relation to reflective practice. Kolb himself continues to propound its relevance to teaching and learning in general. However, we also review some of the criticisms that ELT has attracted over the years and advance new criticisms that challenge its relevance to higher education and its validity as a model for formal, intentional learning.