The younger generation, growing up in the digital world with modeling capabilities, can develop a wide range of rich analyses related to fire protection and life safety using process modeling programs.
In enginering faculties, students spend their first two years on general engineering funda mentls and aplications. The third and fourth years focus on the specific scientific and te chnical aspects of the engineering discipli ne. During this period, subjects such as ec nomics and process control are also addre sed within the third or fourth-year curiculum
The scope of engineering programs does not frequently change. Programs are prima rily evaluated within an academic frame work, and only rarely are adjustments made in the form of elective courses, considering local or national priorities. We can group the components of educational programs based on their time frames into three cate gories: short, medium, and long-term com ponents. Long-term components cover the fundamental scientific aspects of engine ering, while medium-term components fo cus on applied scientific aspects. Topics that address current technical issues and trends fall under short-term components and are typically offered as elective courses
Although there are many different branches of enginering, the curicula in the first two ye ars share significant similarities in content. Almost every engineering discipline involves the design and mangement of prodction pr oceses using apropriate techniques for spe cific purposes, concer ning both matter and energy. Whether at the design stage or duri ng operations, hu man supervision and cont rl are inevitable. While industrial automation ensures precision, productivity, and safetyin production and control, it is not an entirely autonomus, self-regulating managment and control system. Although such systems pro sess self-control, calibration, and even learn ing mechanisms, they still require human in tervention and adjustments at certain times
Process safety is an approach that must be meticulously monitored throughout all steps of the life cycle, from raw material to the fin al product. Especially in light of today's clim ate issues, process safety has gained even greater importance. The principles of proc ess safety, which students are introduced to only in their third or sometimes fourth ye ar of university education, are often percei ved as just another course. Considering the origins of engineering, its purpose, and the scale of matter and energy used in produc tion, it is evident that these principles sho uld be addressed with special attention and care, starting from the very first year.
What comes to mind when we talk about pr ocess safety? First and foremost, it involves identifying elements that may pose risks to ensure production can proceed under def ined process conditions, considering the fr equency and impact of these risks. Then, it entails taking necessary precautions and pr operly defining the design conditions. Risks can be categorized as physical, chemical, and biological. When addressing the risks that may occur under production conditions of a process, it is essential to evaluate them from the perspective of all relevant engineer ing disciplines; however, this alone is not su fficient. Risks must be approached with a holistic engineering perspective.
During their education, it would be a signi ficant step toward instilling a culture of ho listic approach if students from different en gineering disciplines worked together on a specific process safety project. To achieve this, opportunities should be created for students from various engineering branches to collaborate on joint projects. The efforts students make in joint projects should also be considered in terms of credit evaluation. Joint project topics can begin with root ca use analysis of past industrial accidents. Subsequently, the material choices, method selections, and production monitoring and contrl approaches that would prevent such accidents can be discussed. National or int ernational standards and codes on process safety are topics that students should learn and follow with particular attention. In the jo int projects they undertake, students should be encouraged to clearly demonstra te com pliance or deviations from these standards.
For example, fire investigation reports and documents could be proposed as partial or complete project topics for students. The younger generation, growing up in the digit al world with modeling capabilities, can dev elop a wide range of rich analyses related to fire protection and life safety using proce ss modeling programs. These programs can serve as both educational tools for the public to live more consciously and as guidi ng resources for technical professionals in making predictions.
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