This volume represents the second of our occasional departures from the format of an annual review series, being devoted to one coherent topic. We have the pleasure therefore in presenting a concerted sequence of articles on the use of Simulators for Nuclear Power. An essential attribute of a quantified engineer in any discipline is to be able to model and predict, i.e. to analyze, the behaviour of the subject under scrutiny. Simulation goes, one would argue, a step further. The engineer providing a simulator takes a broader view of the system studied and makes the analysis available to a wider audience. Hence simulation may have a part to play in design but also in operation, in accident studies and also in training. It leads to synthesis as well as analysis. There is no doubt that the massive scale and the economic investment implied in nuclear power programmes demands an increased infra-structure in licensing and training as well as in design and operation. The simulator is a cheap alter native - admittedly cheap only in relative terms - but also perhaps an essential method of providing realistic experience with negligible or at least small risk. Nuclear power therefore has led to a wide range of simulators. At the same time we would not overlook the sub stantial role played by simulators in say the aero-industry; indeed the ergonomic and psychological studies associated with that industry hold many lessons.
It seemed appropriate to arrange a meeting of teachers of thermodynamics in the United Kingdom, a meeting held in the pleasant surroundings of Emmanuel College, Cambridge, in Sept~mber, 1984. This volume records the ideas put forward by authors, the discussion generated and an account of the action that discussion has initiated. Emphasis was placed on the Teaching of Thermodynamics to degree-level students in their first and second years. The meeting, a workshop for practitioners in which all were expected to take part, was remarkably well supported. This was notable in the representation of essentially every UK university and polytechnic engaged in teaching engineering thermodynamics and has led to a stimulating spread of ideas. By intention, the emphasis for attendance was put on teachers of engineering concerned with thermodynamics, both mechanical and chemical engineering disciplines. Attendance from others was encouraged but limited as follows: non-engineering acad emics, 10%, industrialists, 10%. The record of attendance, which will also provide addresses for direct correspondance, will show the broad cover achieved. I am indeed grateful for the attendance of those outside the engineering departments who in many cases brought a refreshing approach to discussions of the 'how' and 'why' of teaching thermodynamics. It was also notable that many of those speaking from the polytechnics had a more original approach to the teaching of thermodynamics than those from conventional universities. The Open University however brought their own special experience to bear.
This volume represents the second of our occasional departures from the format of an annual review series, being devoted to one coherent topic. We have the pleasure therefore in presenting a concerted sequence of articles on the use of Simulators for Nuclear Power. An essential attribute of a quantified engineer in any discipline is to be able to model and predict, i.e. to analyze, the behaviour of the subject under scrutiny. Simulation goes, one would argue, a step further. The engineer providing a simulator takes a broader view of the system studied and makes the analysis available to a wider audience. Hence simulation may have a part to play in design but also in operation, in accident studies and also in training. It leads to synthesis as well as analysis. There is no doubt that the massive scale and the economic investment implied in nuclear power programmes demands an increased infra-structure in licensing and training as well as in design and operation. The simulator is a cheap alter native - admittedly cheap only in relative terms - but also perhaps an essential method of providing realistic experience with negligible or at least small risk. Nuclear power therefore has led to a wide range of simulators. At the same time we would not overlook the sub stantial role played by simulators in say the aero-industry; indeed the ergonomic and psychological studies associated with that industry hold many lessons.
It seemed appropriate to arrange a meeting of teachers of thermodynamics in the United Kingdom, a meeting held in the pleasant surroundings of Emmanuel College, Cambridge, in Sept~mber, 1984. This volume records the ideas put forward by authors, the discussion generated and an account of the action that discussion has initiated. Emphasis was placed on the Teaching of Thermodynamics to degree-level students in their first and second years. The meeting, a workshop for practitioners in which all were expected to take part, was remarkably well supported. This was notable in the representation of essentially every UK university and polytechnic engaged in teaching engineering thermodynamics and has led to a stimulating spread of ideas. By intention, the emphasis for attendance was put on teachers of engineering concerned with thermodynamics, both mechanical and chemical engineering disciplines. Attendance from others was encouraged but limited as follows: non-engineering acad emics, 10%, industrialists, 10%. The record of attendance, which will also provide addresses for direct correspondance, will show the broad cover achieved. I am indeed grateful for the attendance of those outside the engineering departments who in many cases brought a refreshing approach to discussions of the 'how' and 'why' of teaching thermodynamics. It was also notable that many of those speaking from the polytechnics had a more original approach to the teaching of thermodynamics than those from conventional universities. The Open University however brought their own special experience to bear.
Preparing students to become informed, critical consumers of research, this accessible text builds essential skills for understanding research reports, evaluating the implications for evidence-based practice, and communicating findings to different audiences. It demystifies qualitative, quantitative, and mixed methods designs and provides step-by-step procedures for judging the strengths and limitations of any study. Excerpts from real research reports are used as opportunities to develop methodological knowledge and practice analytic skills. Based on sound pedagogic principles, the text is structured for diverse learning styles: visual learners (concept maps, icons), active learners (building-block exercises and templates for writing), and story learners (examples, reading guides, and reflections). Pedagogical Features *Rubrics, checklists of steps to take, and reading guides that walk students through analyzing different types of research articles. *Journal abstracts with questions that home in on key aspects of a study. *Exemplars of each type of study, with descriptions of methodological and design choices. *End-of-chapter skills-building exercises that lead up to writing a research review essay. *Chapter appendices featuring sample responses to the exercises.
Despite their common heritage, Jews born and raised on opposite sides of the Polish-Soviet border during the interwar period acquired distinct beliefs, values, and attitudes. Variances in civic commitment, school lessons, youth activities, religious observance, housing arrangements, and perceptions of security deeply influenced these adolescents who would soon face a common enemy. Set in two cities flanking the border, Grodno in the interwar Polish Republic and Vitebsk in the Soviet Union, Borderland Generation traces the prewar and wartime experiences of young adult Jews raised under distinct political and social systems. Each cohort harnessed the knowledge and skills attained during their formative years to seek survival during the Holocaust through narrow windows of chance. Antisemitism in Polish Grodno encouraged Jewish adolescents to seek the support of their peers in youth groups. Across the border to the east, the Soviet system offered young Vitebsk Jews opportunities for advancement not possible in Poland, but only if they integrated into the predominantly Slavic society. These backgrounds shaped responses during the Holocaust. Grodno Jews deported to concentration camps acted in continuity with prewar social behaviors by forming bonds with other prisoners. Young survivors among Vitebsk’s Jews often looked to survive by posing under false identities as Belarusians, Russians, or Tatars. Tapping archival resources in six languages, Borderland Generation offers an original and groundbreaking exploration of the ways in which young Polish and Soviet Jews fought for survival and the complex impulses that shaped their varying methods.
This leading text reflects both the new direction and explosive growth of the field of hematology. Edited and written by practitioners who are the leaders in the field, the book covers basic scientific foundations of hematology while focusing on its clinical aspects. This edition has been thoroughly updated and includes ten new chapters on cellular biology, haploidentical transplantation, hematologic manifestations of parasitic diseases, and more. The table of contents itself has been thoroughly revised to reflect the rapidly changing nature of the molecular and cellular areas of the specialty. Over 1,000 vivid images, now all presented in full color for the first time, include a collection of detailed photomicrographs in every chapter, selected by a hematopathology image consultant. What's more, this Expert Consult Premium Edition includes access to the complete contents of the book online, fully searchable and updated quarterly by Dr. Hoffman himself. - Publisher.
Realistic illustrations take readers through various habitats as they try to figure out what common trait is shared by a group of animals. A science and nature book for curious minds.
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