The IFR route to safe, reliable and inexhaustible power

The Integral Fast Reactor is a closed reactor fuel cycle composed of a metal fuelled, tank type, sodium cooled fast reactor; an electrochemical process for recovery of actinides from spent fuel; a simplified refabrication technology; and the associated waste processing technology. Feasibility of the reactor concept is established. Favorable safety attributes are recognized. The integral fuel cycle demonstration is being assembled. Good progress is being made in developing the associated waste processing technology

The IFR modern nuclear fuel cycle

Nuclear power is an essential component of the world's energy supply. The IFR program, by returning to fundamentals, offers a fresh approach to closing the nuclear fuel cycle. This closed fuel cycle represents the ultimate in efficient resource utilization and environmental accountability. 35 refs., 2 tabs

Use fast reactors to burn plutonium

Barry W. Brook, Tom Blees and William H. Hannu

Distance education use in rural schools

A national survey of rural school systems in the United States was conducted to determine the extent to which distance education is being utilized by rural schools, the technologies used, the curriculum areas impacted, the perceived needs for distance education, their satisfaction with distance education, and the barriers to distance education use. Data were collected through telephone surveys with 394 school districts selected at random. Most rural school districts were currently using distance education. The subjects most often offered by distance education were math, foreign language, and English. A large majority of the districts indicated satisfaction with distance education courses; almost half stated they were very satisfied. The majority of students who enrolled in distance education courses completed these courses. Two-thirds of the districts indicated a need for additional distance education courses. Only a small portion of school districts indicated they are able to offer all the advanced and enrichment classes that students need without using distance education. The large majority of the districts did not see connectivity as a barrier to distance education use. Common barriers were funding, scheduling, and difficulty implementing distance education courses. The two most common formats for distance education courses in rural schools were two-way videoconferencing courses and online courses. Implications for future research are discusse