Transmissions are an essential part of a vehicle powertrain. An optimally designed powertrain can result in energy savings, reduced environmental impact and increased comfort and reliability. Along with other components of the powertrain, efficiency is also a major concern in the design of transmissions. The churning power losses associated with the motion of gears through the oil represent a significant portion of the total power losses in a transmission and therefore need to be estimated. A lack of reliable empirical models for the prediction of these losses has led to the emergence of CFD (Computational Fluid Dynamics) as a means to (i) predict these losses and (ii) promote a deeper understanding of the physical phenomena responsible for theselosses in order to improve existing models. The commercial CFD solver STAR-CCM+ is used to investigate the oil distribution and the churning power losses inside two gearbox configurations namely an FZG (Technical Institute for the Study of Gears and Drive Mechanisms) gearbox and a planetary gearbox. A comparison of two motion handling techniques in STARCCM+ namely MRF (Moving Reference Frame) and RBM (Rigid Body Motion) models is made in terms of the accuracy of results and the computational requirements using the FZG gearbox. A sensitivity analysis on how the size of gap between the meshing gear teeth affects the flow and the computational requirements is also done using the FZG gearbox. Different modelling alternatives are investigated for the planetary gearbox and the best choices have been determined. The numerical simulations are solved in an unsteady framework where the VOF (Volume Of Fluid) multiphase model is used to track the interface between the immiscible phases. The overset meshing technique has been used to reconfigure the mesh at each time step. The results from the CFD simulations are presented and discussed in terms of the modelling choices made and their effect on the accuracy of the results. The MRF method is a cheaper alternative compared to the RBM model however, the former model does not accurately simulate the transient start-up and instead provides just a regime solution of the unsteady problem. As expected, the accuracy of the results suffers from having a large gap between the meshing gear teeth. The use of compressible ideal gas model for the air phase with a pressure boundary condition gives the optimum performance for the planetary gearbox. The outcomes can be used toeffectively study transmission flows using CFD and thereby improve the design of future transmissions for improved efficiency.

This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to coercive methods through psychological interventions that are expected to bring about attitudinal behaviour changes to achieve employability. It is argued that this is a paradox given deficient labour market conditions which are beyond the control of the learner. Attention is given to public sector community adult education that once offered liberating models of adult education, but have now been subjected to the logic of neoliberal governmentality. This is creating new 'subjectivities' for educators, who are being coerced to deliver learning for the economy rather than social purpose education. What has emerged is a new role of the employability trainer.