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SUMMARYHot water heat stores (HWHS) are generally used to overcome the diurnal or seasonal mismatch in the availability and demand of thermal energy. To enhance the system efficiency, good thermal stratification of the HWHS is required. In order to simulate different flow processes in stratified HWHS the effects of stratification on the turbulence are to be considered. Benchmark experiments have been conducted on turbulent flows into a continuously stratified HWHS. Based on these benchmark experiments, different two-equation turbulence transport models namely the RNG (ReNormalizable Group) and the realizable k-e turbulence models have been calibrated. The major improvement is provided to the e-equation by introducing the effects of the buoyancy field on the turbulence dissipation rate. It is achieved by calibrating the coefficient of the dissipation term (C e2 in the RNG and C 2 in the realizable k-e model) based on the benchmark experiments. A re-definition of the turbulent Prandtl number (Pr t ) incorporating the effects of stratification on turbulent thermal diffusivity improved the calibration further. The calibrated computational fluid dynamic models are found to predict the charging, discharging and storing processes of typical HWHS with good accuracy.

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Rendering learners future-ready has always been one of the primary purposes of education. It makes a critical appreciation of the emerging societal scenarios a necessary prerequisite for defining essential features of the conduct of education at any age. VUCA is an acronym that describes some salient features of modern day, characterized by Volatility, Uncertainty, Complexity and Ambiguity. VUCA exerts its influence on every field of human activity, including education. VUCA may also be interpreted in terms of quantity and quality of information, which make turbulent transitions in a globalized and digitalized world. The current article explores different responses toward VUCA and identifies the best-fit response for a VUCA-driven world of information. It also investigates different aspects of intellectual formation of the new generation of learners, that shall equip them to conduct their lives and careers in a VUCA-driven world. The article concludes by sketching a blueprint for a pedagogy of the digital natives founded on their very intrinsic motivations for learning. An entrepreneurial pedagogy may help new generation learners develop an entrepreneurial mindset in them, making them future-ready.