Current status of the GLASS code

This paper summarizes the current status of the Generalized Lattice Analysis SubSystem (GLASS) computer code and its supporting cross section libraries. GLASS was developed at the Savannah River Site (SRS) in the early 1970`s. The GLASS code has been instrumental in supporting safe Heavy Water Reactor (HWR) operations and predicting material production at SRS for more than 20 years. The Department of Energy Office of New Production Reactors (ONPR) program has chosen to use the GLASS code for the design of the HWR option of the New Production Reactor (NPR). A substantial body of validation calculations have been performed and additional validation calculations will be performed to qualify the new GLASS multigroup cross section libraries derived from the ENDF/B-5 and 6 nuclear data files. Several improvements to the code are in progress. Many other improvements are planned to bring GLASS up to modern physics and compute technology

Professional development and sustainable development goals

Professional development is defined as a consciously designed systematic process that helps professionals to attain, utilize, and retain knowledge, skills, and expertise. It is simply a process of obtaining skills, qualifications, and experience that help in advancement in one’s career. In the field of education, it is defined as the process of improving staff skills and competencies needed to produce outstanding performance of students. It also refers to a process of improving an organization’s staff capabilities through access to education and training opportunities for better output. Professional development can include a variety of approaches such as formal and informal education, vocational, specialized, or skill-based training, or advanced professional learning

Mobilities of Knowledge: An Introduction

Mobilities of Knowledge examines how geographical mobility of people and (im)material things has impacted epistemic systems of knowledge in different historical and geographical contexts. In this chapter, the authors introduce concepts and debates in interdisciplinary research on spatial mobility and the production, dissemination, and transfer of knowledge. They suggest extending Urry’s (2007) typology of interdependent mobilities that constitute the space of flows and the space of places (Castells, 1996) from five to six dimensions through the consideration of mobile knowledges, concepts, and practices. Finally, they outline how the chapters of this volume help to identify generic as well as context-specific practices and processes of knowledge production, dissemination, and transfer and call for more empirical case studies to further the collective development of flexible conceptual understandings

The Musicality of Non-Musicians: An Index for Assessing Musical Sophistication in the General Population

Musical skills and expertise vary greatly in Western societies. Individuals can differ in their repertoire of musical behaviours as well as in the level of skill they display for any single musical behaviour. The types of musical behaviours we refer to here are broad, ranging from performance on an instrument and listening expertise, to the ability to employ music in functional settings or to communicate about music. In this paper, we first describe the concept of ‘musical sophistication’ which can be used to describe the multi-faceted nature of musical expertise. Next, we develop a novel measurement instrument, the Goldsmiths Musical Sophistication Index (Gold-MSI) to assess self-reported musical skills and behaviours on multiple dimensions in the general population using a large Internet sample (n = 147,636). Thirdly, we report results from several lab studies, demonstrating that the Gold-MSI possesses good psychometric properties, and that self-reported musical sophistication is associated with performance on two listening tasks. Finally, we identify occupation, occupational status, age, gender, and wealth as the main socio-demographic factors associated with musical sophistication. Results are discussed in terms of theoretical accounts of implicit and statistical music learning and with regard to social conditions of sophisticated musical engagement