The article defines the essence of axiological competence, objectives and pedagogical conditions of its formation among the students of graduate program in Biotechnology. The authors provide ...requirements for energy-saving technologies project-based learning and specify the application of the latter with the view of competence building.
•The inclusion of vent heat transfer had a significant impact on the overall containment response.•The vent heat transfer and condensation results in lower containment pressure.•The reduced gas ...transfer to the wetwell via the vents results in higher hydrogen concentration in the drywell.
This paper is a part of Fukushima Technical Evaluation Project (EPRI, 2013a, 2014a, 2015) which investigates various aspects of the Fukushima Daiichi event using the GOTHIC1GOTHIC incorporates technology developed for the electric power industry under the sponsorship of EPRI, the Electric Power Research Institute.1 code. The analysis takes advantage of the capability of GOTHIC to model certain aspects of the system geometry and behavior in more detail than typically considered in containment performance analysis. GOTHIC is a general purpose thermal hydraulics code that is used extensively in the nuclear industry for system design support, licensing support and safety analysis. It has the capability to model 3-dimensional flow behavior including the effects of turbulence, diffusion and buoyancy (EPRI, 2014b). This allows GOTHIC to be used in cases where mixing effects and stratification are important.
The analysis presented here considers the events at Fukushima Daiichi Unit 1 (1F1) following the tsunami and leading up to the time of the hydrogen detonation in the 1F1 Reactor Building. The 1F1 MAAP5 Baseline Scenario (EPRI, 2013b) is used to define the steam, hydrogen and carbon-monoxide source terms from the primary system and the core concrete interaction. The model incorporates three dimensional modeling of the drywell, wetwell and connecting vent system that can predict the 3-dimensional flow patterns and the temperature and gas distributions. The model also includes leakage to the surrounding reactor building and the wetwell vent to the stack.
The 3D containment model includes models for the heat transfer from the steam and gas in the drywell vent system to the torus room, wetwell gas space and pool. Inclusion of vent heat transfer had a significant impact on the overall containment response for the 1F1 scenario, particularly during the steam and hydrogen release from the primary system following the postulated failure of reactor vessel. Condensation in the vent system reduced transfer of noncondensing gases to the wetwell resulting in lower containment pressure and higher gas concentrations in the drywell.
Zusammenfassung
In Kooperation mit der und gefördert durch die Deutsche Gesellschaft für Humangenetik hat eine Arbeitsgruppe des Instituts für Geschichte, Theorie und Ethik der Medizin der ...Heinrich-Heine-Universität Düsseldorf zu Beginn des Jahres 2017 ein Forschungsprojekt zur Geschichte der Humangenetik in Deutschland seit den 1970er-Jahren begonnen. Ein weiterer Kooperationspartner ist das Institut für Medizingeschichte und Wissenschaftsforschung der Universität zu Lübeck. Methodisch zeichnet sich die Forschung dadurch aus, dass die Erinnerungen von Zeitzeugen mithilfe der Methode der Oral History erhoben und systematisch ausgewertet werden. In diesem Beitrag stellen wir die inhaltliche Ausrichtung des Projekts auf Basis des derzeitigen Forschungsstands zur Zeitgeschichte der Humangenetik in Deutschland vor. Dabei beschreiben wir die Herausforderungen des Schreibens einer Zeitgeschichte der Medizin und problematisieren die Zeitzeugenbefragung als Methode.
Zusammenfassung
Der Beitrag ermöglicht Einblicke in das Selbstverständnis von aktiven Fußballfans aus der Ultra-Szene. Dazu wird nach einer kurzen Einleitung die bearbeitete Fassung eines Interviews ...abgedruckt, das wir mit Ultras geführt haben.
The issues of R&D project performance and their prospects are closely concerned with knowledge management. In the initial stages of the project development, it is the quality of the project ...evaluation that is crucial for the result and generation of future knowledge. Currently there does not exist any common methodology for the evaluation of new R&D financed by the budget. Suffice it to say, the assessment of scientific and technical projects (ST projects) varies greatly depending on the type of customer - government or business structures. An extensive methodological groundwork was formed with respect to orders placed by business structures. It included "an internal administrative order" by the company management for the results of STA intended for its own ST divisions. Regretfully this is not the case with state orders in the field of STA although the issue requires state regulation and official methodological support. The article is devoted to methodological assessment of scientific and technical effectiveness of studies performed at the expense of budget funds, and suggests a new concept based on the definition of the cost-effectiveness index. Thus, the study reveals it necessary to extend the previous approach to projects of different levels - micro-, meso-, macro projects. The preliminary results of the research show that there must be a common methodological approach to underpin the financing of projects under government contracts within the framework of budget financing and stock financing. This should be developed as general guidelines as well as recommendations that reflect specific sectors of the public sector, various project levels and forms of financing, as well as different stages of project life cycle.
Ud fra John Deweys erfaringspædagogik, bygget op om begreberne erfaring, situation og samspil, undersøges aspekter af en strukturel adskillelse af målstyrede og projektbaserede ...undervisningspraksisser med arkitektuddannelsen på Kunstakademiets Skoler for Arkitektur Design og Konservering som eksempel på en uddannelse baseret på både et videnskabeligt og et kunstnerisk grundlag. Det diskuteres om den også konkret rumlige adskillelse af de to grundlags respektive pædagogiske platforme i henholdsvis kursusundervisning og projektundervisning er tilsigtet og hensigtsmæssig med særligt henblik på at opspore tiltag, der kan styrke uddannelsens forskningsbasering. I et bredere perspektiv plæderer artiklen for etableringen af fagstudiemiljøer til befordring af erfaringsdannelsen i samspilssituationer på tværs af grundlag - i dette tilfælde det kunstneriske og videnskabelige. John Dewey’s pedagogy of experience, inspired by the concepts of experience, situation and interaction forms the frame for contemplating the apparent conflict between curriculum and project based pedagogical methods encompassing both the sciences and the arts. Investigating a particular case, the article considers whether the spatial separation of practiced pedagogical methods relative to the scientific and the artistic, has been intentional and appropriate. The inquiry aims at identifying new ways of strengthening the scientific basis of the education framework under discussion. Considering Dewey’s understanding of a learning context as ‘total social set-up’ the article in a broader perspective, argues in favour of an understanding of ‘learning context’ potentially as ‘context which learns’: Accordingly, given that the total social set-up of learning is considered dynamic rather than static the article suggests to affect such dynamic processes deliberately. In conclusion such deliberations, as motivated by pedagogical intentions of integrating scientific and artistic disciplines in the total social set-up, are considered.
Ud fra John Deweys erfaringspædagogik, bygget op om begreberne erfaring, situation og samspil, undersøges aspekter af en strukturel adskillelse af målstyrede og projektbaserede ...undervisningspraksisser med arkitektuddannelsen på Kunstakademiets Skoler for Arkitektur Design og Konservering som eksempel på en uddannelse baseret på både et videnskabeligt og et kunstnerisk grundlag. Det diskuteres om den også konkret rumlige adskillelse af de to grundlags respektive pædagogiske platforme i henholdsvis kursusundervisning og projektundervisning er tilsigtet og hensigtsmæssig med særligt henblik på at opspore tiltag, der kan styrke uddannelsens forskningsbasering. I et bredere perspektiv plæderer artiklen for etableringen af fagstudiemiljøer til befordring af erfaringsdannelsen i samspilssituationer på tværs af grundlag - i dette tilfælde det kunstneriske og videnskabelige. John Dewey’s pedagogy of experience, inspired by the concepts of experience, situation and interaction forms the frame for contemplating the apparent conflict between curriculum and project based pedagogical methods encompassing both the sciences and the arts. Investigating a particular case, the article considers whether the spatial separation of practiced pedagogical methods relative to the scientific and the artistic, has been intentional and appropriate. The inquiry aims at identifying new ways of strengthening the scientific basis of the education framework under discussion. Considering Dewey’s understanding of a learning context as ‘total social set-up’ the article in a broader perspective, argues in favour of an understanding of ‘learning context’ potentially as ‘context which learns’: Accordingly, given that the total social set-up of learning is considered dynamic rather than static the article suggests to affect such dynamic processes deliberately. In conclusion such deliberations, as motivated by pedagogical intentions of integrating scientific and artistic disciplines in the total social set-up, are considered.
Ud fra John Deweys erfaringspædagogik, bygget op om begreberne erfaring, situation og samspil, undersøges aspekter af en strukturel adskillelse af målstyrede og projektbaserede ...undervisningspraksisser med arkitektuddannelsen på Kunstakademiets Skoler for Arkitektur Design og Konservering som eksempel på en uddannelse baseret på både et videnskabeligt og et kunstnerisk grundlag. Det diskuteres om den også konkret rumlige adskillelse af de to grundlags respektive pædagogiske platforme i henholdsvis kursusundervisning og projektundervisning er tilsigtet og hensigtsmæssig med særligt henblik på at opspore tiltag, der kan styrke uddannelsens forskningsbasering. I et bredere perspektiv plæderer artiklen for etableringen af fagstudiemiljøer til befordring af erfaringsdannelsen i samspilssituationer på tværs af grundlag - i dette tilfælde det kunstneriske og videnskabelige. John Dewey’s pedagogy of experience, inspired by the concepts of experience, situation and interaction forms the frame for contemplating the apparent conflict between curriculum and project based pedagogical methods encompassing both the sciences and the arts. Investigating a particular case, the article considers whether the spatial separation of practiced pedagogical methods relative to the scientific and the artistic, has been intentional and appropriate. The inquiry aims at identifying new ways of strengthening the scientific basis of the education framework under discussion. Considering Dewey’s understanding of a learning context as ‘total social set-up’ the article in a broader perspective, argues in favour of an understanding of ‘learning context’ potentially as ‘context which learns’: Accordingly, given that the total social set-up of learning is considered dynamic rather than static the article suggests to affect such dynamic processes deliberately. In conclusion such deliberations, as motivated by pedagogical intentions of integrating scientific and artistic disciplines in the total social set-up, are considered.
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