Bibliografías temáticas / Soft Systems Methodology

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Literatura académica sobre el tema "Soft Systems Methodology"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de febrero de 2023

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Artículos de revistas sobre el tema "Soft Systems Methodology"

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Checkland, Peter B. "Soft Systems Methodology". Human Systems Management 8, n.º 4 (1989): 273–89. http://dx.doi.org/10.3233/hsm-1989-8405.

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Georgiou, Ion. "Unravelling soft systems methodology". International Journal of Economics and Business Research 9, n.º 4 (2015): 415. http://dx.doi.org/10.1504/ijebr.2015.069680.

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KIJIMA, Kyoichi. "Introduction to Soft Systems Methodology". Journal of Japan Society for Fuzzy Theory and Systems 11, n.º 3 (1999): 369–81. http://dx.doi.org/10.3156/jfuzzy.11.3_11.

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Gough, T. G., Peter Checkland y Jim Scholes. "Soft Systems Methodology in Action". Journal of the Operational Research Society 42, n.º 9 (septiembre de 1991): 818. http://dx.doi.org/10.2307/2583669.

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Rosenhead, Jonathan. "Soft Systems Methodology in Action". European Journal of Information Systems 1, n.º 3 (agosto de 1991): 215–16. http://dx.doi.org/10.1057/ejis.1991.37.

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Platt, A. y S. Warwick. "Review of soft systems methodology". Industrial Management & Data Systems 95, n.º 4 (mayo de 1995): 19–21. http://dx.doi.org/10.1108/02635579510086698.

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Bowen, Ken. "Towards a Soft Systems Methodology". Journal of the Operational Research Society 36, n.º 9 (septiembre de 1985): 876–78. http://dx.doi.org/10.1057/jors.1985.156.

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Gough, T. G. "Soft Systems Methodology in Action". Journal of the Operational Research Society 42, n.º 9 (septiembre de 1991): 818. http://dx.doi.org/10.1057/jors.1991.157.

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Lloyd, Bruce. "Soft systems methodology in action". Long Range Planning 24, n.º 2 (abril de 1991): 123. http://dx.doi.org/10.1016/0024-6301(91)90137-d.

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Creemers, Mireille. "Soft systems methodology in action". European Journal of Operational Research 50, n.º 1 (enero de 1991): 101–2. http://dx.doi.org/10.1016/0377-2217(91)90052-w.

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Tesis sobre el tema "Soft Systems Methodology"

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Scholes, James. "Extending the application of Soft Systems Methodology". Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292912.

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Holwell, Susan. "Soft systems methodology and its role in information systems". Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364316.

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Mirijamdotter, Anita. "A multi-modal systems extension to soft systems methodology". Doctoral thesis, Luleå, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18309.

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This thesis develops a design method for social systems that do not fit the conventional industrial pattern and that consequently are not apt for regulation through mechanical means. It builds upon Soft Systems Methodology (SSM), one of the most widely used and well regarded of design methodologies. Yet, the systems science literature has identified some weaknesses in this methodology, and these have been confirmed in the critical evaluation and the empirical study of this thesis. It was found that SSM tends to be relativistic in normative issues, that its modelling is at times reductionistic and that there are philosophical inconsistencies between its different phases of design. THe task in this thesis has been to preserve the methodological strengths of SSM while at the same time attempt to correct its weakness by combining it with another systems sience approach: Multi-modal Systems Thinking. This approach incorporates a multi-dimensional framework of life and a management model to attain viability in social systems. The combination of SSM with this new framework results in a Multi-modal Soft Systems Methodology (Arvidsjaur Method for short) that has been tested empirically in a project for unemployed youth in Arvidsjaur, a small municipality in the north of Sweden. The Arvidsjaur Method is an effective tool in four ways. Firstly, it incorporates normative standards that overcome the criticisms regarding SSM's relativistic stance. Secondly, it enhances philosophical consistency in the complete design process. Thirdly, it provides a managerial design structure and fourthly, it offers a potential for designing systems that support a holistic, complete and dignified human life. Such an approach is also likely to assist us in appreciating different perspectives of our post- modern society and in making appropriate choices.

Godkänd; 1998; 20060928 (evan)

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Lin, Cheng C. "On the combination of operational research methodology and soft systems methodology". Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304427.

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Forbes, Paul. "The development and dissemination of soft systems methodology". Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254192.

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Bergvall-Kåreborn, Birgitta. "A multi-modal approach to soft systems methodology /". Luleå : Luleå Univ. of Technology (Luleå tekniska univ.), 2002. http://epubl.luth.se/1402-1544/2002/41.

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Ledington, P. W. J. "Intervening in organisational conversations using soft systems methodology". Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276848.

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Bergvall-Kåreborn, Birgitta. "A multi-modal approach to soft systems methodology". Doctoral thesis, Luleå tekniska universitet, Innovation och Design, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-18130.

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The main aim of my research is to explore ways of enriching Soft Systems Methodology by developing intellectual tools that can help designers to conceptualise, create and evaluate different design alternatives. This directs the focus on the methodology’s modelling phase even though some ideas related to analysis also will be presented. In order to realize this objective the study proposes the following supplements. Firstly, a framework of 15 modalities (knowledge areas) is suggested as a supplement to existing analysis techniques, with the aim of helping the analyst identify important aspects that need to be understood in order to identify relevant issues for modelling. Secondly, a concept called qualifying function is proposed as an additional modelling tool for drawing out different perspectives of a particular problem situation, discussing desirable purposes for the design, and for exploring the underlying rationale behind a suggested transformation or a stated Weltanschauung. Thirdly, an expansion of the measures of performance used in SSM modelling, for evaluating conceptual models of possible design alternatives, is suggested. This expansion also builds on the modal framework. Based on both the theoretical and the practical work I have done I conclude that using the modalities as a general framework in analysis, modelling and evaluation, as well as using the concept qualifying function to tease out and clarify relevant transformations and underlying value systems has practical benefits and therefore can be said to enrich Soft Systems Methodology.
Godkänd; 2002; 20060928 (evan)
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Miles, R. K. "The Soft Systems Methodology : A practicable framework for computer systems analysis". Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380317.

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Davies, Lynda J. "The cultural aspects of intervention with Soft Systems Methodogy". Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328763.

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Libros sobre el tema "Soft Systems Methodology"

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Kowszun, J. Soft-systems methodology. Bristol: The Staff College, 1992.

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Gilbert, Jenny y Simon Pratt-Adams. Soft Systems Methodology in Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99225-5.

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Jim, Scholes y Checkland Peter, eds. Soft systems methodology in action. Chichester: Wiley, 1999.

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Checkland, Peter. Soft systems methodology in action. Chichester, West Sussex, England: Wiley, 1990.

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Soft systems methodology: A 30-year retrospective. Chichester: John Wiley, 1999.

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Davies, Lynda. Information in action: Soft systems methodology. London: Macmillan, 1993.

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López-Díaz, Miguel, María Á. Gil, Przemysław Grzegorzewski, Olgierd Hryniewicz y Jonathan Lawry. Soft Methodology and Random Information Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-44465-7.

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Brown, Andrew D. Grounding soft systems research. Manchester: Manchester Business School, 1991.

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Information systems provision: The contribution of soft systems methodology. London: McGraw-Hill, 1995.

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Checkland, Peter. Soft systems methodology: A 30-year retrospective. Chichester: John Wiley, 1999.

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Capítulos de libros sobre el tema "Soft Systems Methodology"

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Haynes, M. G. "Soft Systems Methodology". En Critical Issues in Systems Theory and Practice, 251–57. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-9883-8_35.

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Checkland, Peter y John Poulter. "Soft Systems Methodology". En Systems Approaches to Making Change: A Practical Guide, 201–53. London: Springer London, 2020. http://dx.doi.org/10.1007/978-1-4471-7472-1_5.

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Beynon-Davies, Paul. "Soft Systems Methodology". En Information Systems Development, 252–57. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14931-5_26.

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Checkland, Peter. "Soft systems methodology". En Encyclopedia of Operations Research and Management Science, 766–70. New York, NY: Springer US, 2001. http://dx.doi.org/10.1007/1-4020-0611-x_971.

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Checkland, Peter y John Poulter. "Soft Systems Methodology". En Systems Approaches to Managing Change: A Practical Guide, 191–242. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84882-809-4_5.

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Bennetts, Peter D. C. y A. Trevor Wood-Harper. "Soft Systems Methodology". En Systems for Sustainability, 543–47. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0265-8_89.

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Checkland, Peter. "Soft Systems Methodology". En Encyclopedia of Operations Research and Management Science, 1430–36. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4419-1153-7_971.

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Jackson, Michael C. "Soft Systems Thinking". En Systems Methodology for the Management Sciences, 133–81. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2632-6_6.

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Gilbert, Jenny y Simon Pratt-Adams. "Systems Thinking and Soft Systems Methodology". En Soft Systems Methodology in Education, 3–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99225-5_1.

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Hindle, Giles. "Soft Systems Methodology and Innovation". En Case Studies in Service Innovation, 75–79. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-1972-3_14.

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Actas de conferencias sobre el tema "Soft Systems Methodology"

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Lehaney, Brian y Ray J. Paul. "Soft systems methodology and simulation modeling". En the 28th conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/256562.256788.

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Boardman, J. "Soft systems methodology applied to PIP improvement". En IEE Workshop on Soft Approaches to Product Introduction Improvement. IEE, 1997. http://dx.doi.org/10.1049/ic:19971157.

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White, Stephanie M. "Using cybernetics with Soft Systems Methodology in complex system development". En 2012 6th Annual IEEE Systems Conference (SysCon). IEEE, 2012. http://dx.doi.org/10.1109/syscon.2012.6189458.

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Iwashita, Motoi y Shinichi Kato. "Local revitalization model based on soft systems methodology". En 2016 IEEE/ACIS 15th International Conference on Computer and Information Science (ICIS). IEEE, 2016. http://dx.doi.org/10.1109/icis.2016.7550894.

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Craig, Richard, Theodoros Spyridopoulos, Theo Tryfonas y John May. "Soft systems methodology in net-centric cyber defence system development". En 2014 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2014. http://dx.doi.org/10.1109/smc.2014.6973986.

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Zhong, Yinghong. "Soft Systems Methodology Based on Decision Making Knowledge Integration". En 2007 International Conference on Wireless Communications, Networking and Mobile Computing. IEEE, 2007. http://dx.doi.org/10.1109/wicom.2007.1405.

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Sanchez-Lozano, Carlos. "Experiential Learning Systems Analysis with Action Research and Soft Systems Methodology". En 3rd International Conference on Research in Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.icreconf.2021.03.167.

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De Farias Gomes, Susane, Ana Luiza De Oliveira Andrade y Danielle Costa Morais. "Using Soft Systems Methodology on the Problem of Water Scarcity". En 2015 IEEE International Conference on Systems, Man and Cybernetics (SMC). IEEE, 2015. http://dx.doi.org/10.1109/smc.2015.60.

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Zebrev, G. I., I. O. Ishutin, R. G. Useinov y V. S. Anashin. "Methodology of soft error rate computation in modern microelectronics". En 2009 European Conference on Radiation and Its Effects on Components and Systems (RADECS). IEEE, 2009. http://dx.doi.org/10.1109/radecs.2009.5994586.

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Petkov, Honcho y Olga Mihova-Petkov . "Problem Structuring in the Analytic Hierarchy Process and Soft Systems Methodology". En The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 1996. http://dx.doi.org/10.13033/isahp.y1996.054.

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Informes sobre el tema "Soft Systems Methodology"

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Semerikov, Serhiy, Viacheslav Osadchyi y Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko y Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Weinschenk, Craig, Daniel Madrzykowski y Paul Courtney. Impact of Flashover Fire Conditions on Exposed Energized Electrical Cords and Cables. UL Firefighter Safety Research Institute, octubre de 2019. http://dx.doi.org/10.54206/102376/hdmn5904.

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A set of experiments was conducted to expose different types of energized electrical cords for lamps, office equipment, and appliances to a developing room fire exposure. All of the cords were positioned on the floor and arranged in a manner to receive a similar thermal exposure. Six types of cords commonly used as power supply cords, extension cords, and as part of residential electrical wiring systems were chosen for the experiments. The non-metallic sheathed cables (NMB) typically found in residential electrical branch wiring were included to provide a link to previous research. The basic test design was to expose the six different types of cords, on the floor of a compartment to a growing fire to determine the conditions under which the cord would trip the circuit breaker and/or undergo an arc fault. All of the cords would be energized and installed on a non-combustible surface. Six cord types (18-2 SPT1, 16-3 SJTW, 12-2 NM-B, 12-3 NM-B, 18-3 SVT, 18-2 NISPT-2) and three types of circuit protection (Molded case circuit breaker (MCCB), combination Arc-fault circuit interrupter (AFCI), Ground-fault circuit interrupter (GFCI)) were exposed to six room-scale fires. The circuit protection was remote from the thermal exposure. The six room fires consisted of three replicate fires with two sofas as the main fuel source, two replicate fires with one sofa as the main fuel source and one fire with two sofas and MDF paneling on three walls in the room. Each fuel package was sufficient to support flashover conditions in the room and as a result, the impact on the cords and circuit protection was not significantly different. The average peak heat release rate of the sofa fueled compartment fires with gypsum board ceiling and walls was 6.8 MW. The addition of vinyl covered MDF wall paneling on three of the compartment walls increased the peak heat release rate to 12 MW, although most of the increased energy release occurred outside of the compartment opening. In each experiment during post flashover exposure, the insulation on the cords ignited and burned through, exposing bare conductor. During this period the circuits faulted. The circuit protection devices are not designed to provide thermal protection, and, thus, were installed remote from the fire. The devices operated as designed in all experiments. All of the circuit faults resulted in either a magnetic trip of the conventional circuit breaker or a ground-fault trip in the GFCI or AFCI capable circuit protection devices. Though not required by UL 1699, Standard for Safety for Arc-Fault Circuit-Interrupters as the solution for detection methodology, the AFCIs used had differential current detection. Examination of signal data showed that the only cord types that tripped with a fault to ground were the insulated conductors in non-metallic sheathed cables (12-2 NM-B and 12-3 NM-B). This was expected due to the bare grounding conductor present. Assessments of both the thermal exposure and physical damage to the cords did not reveal any correlation between the thermal exposure, cord damage, and trip type.
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