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[en] An educational booklet examines the basic principles of fission, the need for nuclear reprocessing, its science and technology, uses of recovered uranium and plutonium, waste treatment, criticality and the protection of workers. U.K
Source
1990; 15 p; ISBN 1 85324 320 5; 
; Available from The British Library Document Supply Centre, Boston Spa, Wetherby, West Yorks. LS23 7BQ
; Available from The British Library Document Supply Centre, Boston Spa, Wetherby, West Yorks. LS23 7BQ
No abstract available
Journal
Physics Uspekhi; ISSN 1063-7869; ; v. 56(6); p. 639-640
; v. 56(6); p. 639-640
[en] Science fiction can be used in the classroom as a fantastic narrative which exploits the imaginative outlooks of modern science. In this paper some of the teaching prospects which science fiction offers are analysed, and for instance, those offered by A.C. Clarke's Maelstrom II are developed. (Author)
Journal
[en] A classroom demonstration model has been designed, machined and successfully tested in different learning environments to facilitate understanding of the mechanics of truss structures, in which struts are subject to purely axial load and deformation. Gaining confidence with these structures is crucial for the development of lattice models, which occur in many fields of physics and engineering. (paper)
Journal
[en] In this paper we introduce a practical framework that guides teachers on how to integrate modern devices (MD) into an existing physics course without adding new topics. The framework has three components: using the device as a black box, using the device to learn the physics behind its operation and using the device to learn new physics. We used two devices (a laser distance meter and an LED) to illustrate how to apply this framework in instruction. We provide examples of learning activities and ideas that students bring in when they engage in these activities. We hope that the framework will encourage and help teachers to systematically use MD in their courses in suggested ways. (paper)
Journal
[en] Reflective learning is an important feature of many radiography courses. Writing tasks are used both to promote and monitor student reflective learning. However, students may not always fully understand the rationale behind this form of learning, nor have clear expectations about the writing required. This paper reports on an intervention to address issues identified in student reflective writing tasks based on clinical experiences. Lecturers noted a lack of depth in student observations and tendency to express criticism in a judgemental and self-righteous tone. In response to this, a workshop was developed to prepare students for reflective learning and to develop their awareness and skills in the reflective writing process. Potential areas of difficulty in reflective learning are considered in this article, as well as how to promote a critical perspective while also encouraging students to maintain a positive regard for the patients, practitioners and institutions that enable them to learn on clinical placement.
Journal
Radiography (London 1995); ISSN 1078-8174; ; v. 16(4); p. 339-345
; v. 16(4); p. 339-345
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