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[en] Since research reactors have considerable variations in their features, it is not easy to provide generally applicable guidelines for establishing training programmes within them, or to cite the general features that make a particular research reactor an excellent training reactor. However, as low power research reactors are predominantly used for training purposes, they have characteristics that make them more suitable facilities for training. Moreover, special research reactors have been designed for training and education in the past. Training and education has many facets, depending upon the objectives of the training programme, on the needs of the individuals to be trained - including background and the intended job or work subsequent to the training. This introduction to training at research reactors highlights some of the aspects which should be considered when applying a research reactor for training in the nuclear field
[en] Albert Einstein used his famous gedanken (thought) experiment of a train struck by two lightning bolts to illustrate the relativity of simultaneity. I discuss foundational and pedagogical aspects of this experiment and of a lesser known but conceptually simpler alternative gedanken experiment
[en] The effects of exercise and relative inactivity on cortical bone were compared in young horses. Two groups were used; one was given a 14-week programme of exercise (n = 6) and the other kept as unexercised controls (n = 6). The first nine weeks of exercise involved trotting and cantering (2 to 4 km d-1 at speeds up to 12 m s-1) on a treadmill set at an incline of 3 degrees. Over the next five weeks the horses were trained at near maximal speeds (that is, up to 14.5 m s-1) with no incline of the treadmill. At the end of the programme marked differences in cortical porosity and distribution of subperiosteal osteogenesis at the mid-shaft of the third metacarpal bone were found between the groups. Histomorphometrical examination of the dorsal cortex showed minimal bone remodelling in the exercised horses, but extensive modelling as evidenced by the large amount of subperiosteal bone formation. In contrast, the unexercised horses had significantly more bone remodelling and less formation of subperiosteal bone. The histomorphometric and microradiographic findings provided an explanation for changes in the non-invasive bone measurements that occurred during training. Bone mineral content of the mid-metacarpus was found to increase more in the exercised than the unexercised horses despite a lower overall growth in bodyweight. In those horses that completed the full training programme, ultrasound speed increased significantly by the end of the training programme. It remained unchanged in the horse that did not complete the full exercise programme and decreased slightly in the unexercised horses. The difference in ultrasound speed between the groups was considered to reflect differences in intracortical bone porosity, endosteal bone formation and alterations in skin thickness. The stiffness of cortical bone increased significantly in the exercised horses but remained unaltered in the unexercised horses
[en] Conclusion: • INSTN strategy: complete theoretical courses by practical courses on the ISIS research reactor. • Training courses integrated both in Academic degree programs and continuing education. • 27 hours of training courses have been developed focusing on the practical and safety aspects of reactor operation. • The Education and Training activity became the main activity of ISIS reactor: 400 trainees/year; 360 hours/year; 40% in English. • Remote access to the Training courses: Internet Reactor Laboratory under development to be started from 2014 to broadcast training courses from ISIS reactor to guest institutions
[en] There is an increasingly recognized need for people trained in a broad range of applied nuclear science techniques, indicated by reports from the American Physical Society and elsewhere. Anecdotal evidence suggests that opportunities for hands-on training with small particle accelerators have diminished in the US, as development programs established in the 1960's and 1970's have been decommissioned over recent decades. Despite the reduced interest in the use of low energy accelerators in fundamental research, these machines can offer a powerful platform for bringing unique training opportunities to the undergraduate curriculum in nuclear physics, engineering and technology. We report here on the new MSU Applied Nuclear Science Lab, centered around the rebuild of an AN400 electrostatic accelerator. This machine is run entirely by undergraduate students under faculty supervision, allowing a great deal of freedom in its use without restrictions from graduate or external project demands.
[en] Stereotactic body radiotherapy and radiosurgery are rapidly emerging treatment options for both malignant and benign spine tumors. Proper institutional credentialing by physicians and medical physicists as well as other personnel is important for the safe and effective adoption of spine radiosurgery. This article describes the methods for institutional credentialing for spine radiosurgery at seven highly experienced international institutions. All institutions (n = 7) are members of the Elekta Spine Radiosurgery Research Consortium and have a dedicated research and clinical focus on image-guided spine radiosurgery. A questionnaire consisting of 24 items covering various aspects of institutional credentialing for spine radiosurgery was completed by all seven institutions. Close agreement was observed in most aspects of spine radiosurgery credentialing at each institution. A formal credentialing process was believed to be important for the implementation of a new spine radiosurgery program, for patient safety and clinical outcomes. One institution has a written policy specific for spine radiosurgery credentialing, but all have an undocumented credentialing system in place. All institutions rely upon an in-house proctoring system for the training of both physicians and medical physicists. Four institutions require physicians and medical physicists to attend corporate sponsored training. Two of these 4 institutions also require attendance at a non-corporate sponsored academic society radiosurgery course. Corporate as well as non-corporate sponsored training were believed to be complimentary and both important for training. In 5 centers, all cases must be reviewed at a multidisciplinary conference prior to radiosurgery treatment. At 3 centers, neurosurgeons are not required to be involved in all cases if there is no evidence for instability or spinal cord compression. Backup physicians and physicists are required at only 1 institution, but all institutions have more than one specialist trained to perform spine radiosurgery. All centers believed that credentialing should also be device specific, and all believed that professional societies should formulate guidelines for institutions on the requirements for spine radiosurgery credentialing. Finally, in 4 institutions radiation therapists were required to attend corporate-sponsored device specific training for credentialing, and in only 1 institution were radiation therapists required to also attend academic society training for credentialing. This study represents the first multi-national report of the current practice of institutional credentialing for spine radiosurgery. Key methodologies for safe implementation and credentialing of spine radiosurgery have been identified. There is strong agreement among experienced centers that credentialing is an important component of the safe and effective implementation of a spine radiosurgery program
[en] Highlights: • A method to construct the dynamics model of manipulators with unknown parts is proposed. • The BP neural network is used to identify and substitute the unknowns of the dynamic system. • A modified Levenberg-Marquardt algorithm is developed to train the BP neural network using the system front-end input and output data. • Dynamic model of a parallel kinematic mechanism with unknown friction models is constructed successfully. - Abstract: In the inside engineering of DEMO, the robotic machines and manipulators are envisaged to be widely employed, which often have to deal with the demanding working conditions. The construction of the dynamic model of the robot and manipulator can be incorporated into the control system design to gain the adaptive control performance. A method of constructing the dynamic model with the unknown parts is proposed. The method can identify the unknown parts of the dynamic system by incorporating a BP neural network that will eventually substitute the unknown parts in the system dynamics after the well training. A modified Levenberg-Marquardt algorithm is developed for the training of BP neural network, which can back propagate the errors between entire actual system and the constructed dynamic model into the training process of the neural network. An example of constructing the dynamic model for a general Stewart structure mechanism is presented, in which the unknown parts, as well the entire dynamics are successfully identified. The proposed method can be extrapolated to the dynamics modeling of the blanket transporter in DEMO design, as well as the other general manipulators.
[en] Purpose: We developed a computer-based interactive simulation program for teaching contrast reaction management to radiology trainees and compared its effectiveness to high-fidelity hands-on simulation training. Materials and methods: IRB approved HIPAA compliant prospective study of 44 radiology residents, fellows and faculty who were randomized into either the high-fidelity hands-on simulation group or computer-based simulation group. All participants took separate written tests prior to and immediately after their intervention. Four months later participants took a delayed written test and a hands-on high-fidelity severe contrast reaction scenario performance test graded on predefined critical actions. Results: There was no statistically significant difference between the computer and hands-on groups’ written pretest, immediate post-test, or delayed post-test scores (p > 0.6 for all). Both groups’ scores improved immediately following the intervention (p < 0.001). The delayed test scores 4 months later were still significantly higher than the pre-test scores (p ≤ 0.02). The computer group's performance was similar to the hands-on group on the severe contrast reaction simulation scenario test (p = 0.7). There were also no significant differences between the computer and hands-on groups in performance on the individual core competencies of contrast reaction management during the contrast reaction scenario. Conclusion: It is feasible to develop a computer-based interactive simulation program to teach contrast reaction management. Trainees that underwent computer-based simulation training scored similarly on written tests and on a hands-on high-fidelity severe contrast reaction scenario performance test as those trained with hands-on high-fidelity simulation
[en] The University of Malaga (UMA) has been accredited training in radiation protection since 2011, with approval of the Nuclear Safety Council (CSN). From this year, until today They have taught a total of 31 courses. The themes of the courses taught have been: director and operator of medical radiodiagnosis facilities; radioactive facilities supervisor and operator (radiotherapy, nuclear medicine, non-encapsulated sources laboratory, process control and techniques analytical), and of isotopes in the marine environment. A total of 397 students have been trained, with 93% of approved, nursing professionals, doctors, podiatrists, veterinarians, dentists and auxiliary Oral hygiene. The training courses consist of a theoretical part taught by teachers of the department of radiology and physical medicine, the radiation protection laboratory of CIMES and the radioactive installation service; and of another practice, developed in the IRUMA laboratories of the Central Research Services of the UMA, and in Radiology and Radiotherapy assistance centers of the VITHAS Salud group. All these courses are integrated into UMA's own degrees, forming part of its virtual campus (https://epropias.cv.uma.es/), based on a Moodle platform. This implies a total of 159 ECTS credits taught in higher education and extension courses University Therefore, they get an integrated double degree.