The Molten Salt Fast Reactor (MSFR) has garnered much interest for its inherent safety and sustainbility features. The MSFR can adopt a closed thorium fuel cycle for sustainable operation through the breeding of 233 U from 232 Th. The fuel composition changes significantly over the course of its lifespan. In this study, we investigated the steady state and transient behavior of the MSFR using Moltres, a coupled neutronics/thermal-hydraulics code developed within the Multiphysics Object Oriented Simulation Environment (MOOSE) framework. Three different fuel compositions, start-up, earlylife, and equilibrium, were examined for potentially dangerous core temperature excursions during a unprotected loss of heat sink (ULOHS) accident. The six-group and total neutron flux distributions showed good agreement with SERPENT and published MSFR results, while the temperature distribution and total power showed discrepancies which can be attributed to known sources of error. For the transient behavior under the ULOHS scenario, while the transition time towards the new steady state core temperature is also in good agreement with existing MSFR simulations by Fiorina et al., Moltres underestimated the temperature rise by a factor of ten, due to the same sources of error affecting the steady state results. While an MSFR loaded with start-up fuel composition operates at a higher temperature than with the other two fuel compositions, all three cases were shown to be inherently safe due to the strong negative temperature feedback.

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At a time when changes in the educational environment in preparation for a changing future society are becoming an important issue, spatial innovation projects are spreading nationwide for educational facilities. In particular, the core of the project is not to improve facilities led by suppliers and experts, but to create a space centered on user participation. This study focused on the 2018 project of the Daegu Elementary Future Education Renovation Project, which is part of the school space innovation project. First, the research method identifies the importance of the physical environment to enhance creative capabilities and extracts the characteristic elements thatmake up the creative space. Second, the changed spatial design elements were identified through case analysis, and third, the design characteristics of the educational space were identified to support creative education through the design characteristics analysis of the creative educational space. Furthermore, the educational space of this study could be classified into five types: PV, PO, PF, VF, and VCo. Playful activitieswith various experienceswere themain requirements and the design characteristicswere reflected.