NESTLE to ORIGAMI Coupling: A Nuclear Non-proliferation Tool for LWR Fuel Assembly Isotope Analysis

NESTLE to ORIGAMI coupling is a versatile nuclear modeling tool that allows researchers to directly observe the impact of operator induced changes on LWR assembly isotope production. The paper presents an experimental method by which to test the ability of an operator to manipulate the core neutron spectrum in order to produce higher quality plutonium for weapons use. The paper presents two plutonium production scenarios and evaluates their feasibility based on potential for detection and production capacity. Reactor modeling of a VVER-1000 uses NESTLE core simulation software. NESTLE outputs burnup and relative power information for all nodes in the core. Burnup-weighted relative power serves as a conduit for assessing the impact of core environment changes to be captured during ORIGAMI depletion analysis. When used in a nonproliferation capacity, this tool gives safeguards professionals a method by which to verify the burnup declarations of an operator for spent nuclear fuel. This tool is useful for verifying irritation history in the case of an undeclared operator action such as the scenarios presented in this paper. NESTLE to ORIGAMI coupling is used to model the axial distribution of plutonium isotopes in the affected assembly so as to determine the suitability of the material for direct weapons use. Spent nuclear fuel isotope signatures commonly used in safeguards determine if the scenario would be detectable. Using NESTLE to ORIGAMI coupling it is determined that attempts to manipulate the neutron spectrum for producing illicit weapons useable plutonium in a LWR would be unfeasible due to the material being undesirable for weapons use, inefficient production rates, and the potential for detection

A Nuclear Solution for the Energy Security Vulnerabilities of the Department of Defense: Using a Small Modular Reactor to Power Military Installations

Due to its reliance on the civil electrical grid, the Department of Defense has significant energy security vulnerabilities. DoD does not have energy production capabilities within its organization necessary to sustain the operations of a military installation. Its current installation energy strategy is a combination of energy reduction measures and renewable production efforts. Therefore, increased threats from cyber attacks combined with an aging electrical infrastructure threaten DoD’s energy supply to its installations. The electrical grid provides aggressors an opportune target for weakening military response capabilities in the event of a natural or man-made disaster. While DoD is successfully using energy more efficiently, it is failing produce power on the scale needed to secure its energy future. This paper examines the Department of Defense energy security strategy and identifies a sustainable solution using nuclear power. The increased interest in Small Modular Reactor (SMR) Technology presents the Department of Defense with a power solution that is adaptable to military installation use. This paper examines potential SMRs for commercialization and use on a military installation. It identifies what reactor characteristics are important to the Department of Defense and selects an SMR design to fit DoD’s energy needs. The paper then presents an implementation strategy taking into consideration the unique aspects of siting a small nuclear power facility on a military base. It presents financing options for the facility as well as addressing staffing and management considerations. Small modular nuclear reactor technology is ideally suited to fill the supply voids in DoD’s energy security portfolio. Through the adoption of reactor technology, DoD not only secures its ability to respond to man-made and natural threats, but it also secures the future of the American people it protects

Universal design for learning in inclusive classroom

The authors of this paper describe how teams of preservice and inservice special and general education teachers implemented universal design for learning (UDL) in inclusive classrooms. An examination of the teachers’ perceptions concerning UDL contributed to understanding how the general education curriculum can be adapted for successful learning for all students. The study was guided by the following two research questions: (1) how do preservice and inservice teachers understand the concept of universal design for learning and (2) how do preservice and inservice teachers perceive the use of an educational software program in implementing instructional accommodations for students with mild/moderate educational disabilities? Themes emerging from the study included participants’ perceptions of universal design for learning and the use of educational software as (1) an effective instructional approach addressing needs of all students, (2) creating high levels of success in learning for students, (3) creating high levels of engagement for students

Successful Induction for New Teachers: A Guide for NQTs & Induction Tutors, Coordinators, and Mentors [book review]

Even on the best of days, teaching is a demanding profession that requires countless hours in and outside of the classroom to meet the educational needs of increasingly diverse student populations. Most teachers arrive to work at least an hour early, work an exhaustive schedule filled with endless instructional challenges of the classroom and the systemic environment of school, and remain long after the doors have been locked to prepare for the next day in which they will do this routine all over again. Into this difficult yet immensely rewarding work the teaching profession across the globe sends our beginning teachers into the fray

Response to Intervention: Right on Track

The purpose of response to intervention, or RTI, is founded on the premise that, with data-based decision making and evidence- based practices, children who otherwise may have been identi?ed with a mild educational disability will receive early instructional intervention and thus have the opportunity to remain with their peers in general education settings. For RTI to be successful, educational professionals need to have the core building blocks for implementation. A comprehensive RTI plan integrates academic interventions with behavioral supports to catch struggling learners early. Identi?cation models that include RTI may lead to better achievement and behavior outcomes for all students. Presented here are ideas and resources that teachers can use as interventions for planning for RTI at all levels. The intent is that that these practices will assist in providing informed decisions to address the needs of all student learners

Understanding (dis)abilities through children’s literature

The authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. An introduction to bibliotherapy is provided along with related literature from the field. Strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. The authors have also included a selected bibliography of children’s literature on disabilities as well as relevant websites

(Dis)Solving the Differences: A Physical Science Lesson Using Universal Design

Universal design for learning (UDL) holds promise for teachers who are struggling with creating lessons that allow all students access to and engagement with the general science curriculum. In this article, the authors demonstrate how a secondary physical science lesson about solubility and concentration can be designed for diverse learners’ needs by implementing UDL concepts. The lesson plan serves as an example of UDL in providing appropriate instruction that supports access to the general physical science curriculum for all learners

Imagery and Utilization of an Area Model as a Way of Teaching Long Division: Meeting Diverse Student Needs

The teaching and learning of long division at the elementary level and beyond has presented a longstanding challenge for teachers and students alike. As mathematics teacher educators and as a specialized educator, we address the issue by analyzing some of the challenges involved in the teaching and learning of long division – particularly focusing on students who struggle in mathematics. Our inspiration comes from two shared experiences. First, a lesson taught by one of our graduate level, in-service special education teachers inspired us to consider how other teachers could consider teaching division by using an area model. The lesson that began our initial conversations will be shared later in this article to exhibit one teacher’s use of area in teaching division in an interactive manner. Second, these conversations led to our collaborative work on a book chapter that centered on specialized mathematics education (Pratt, Richardson, & Kurtts, in press) In our chapter we focused on the significance of epistemological perspectives and how imagery relates to effective mathematics teaching and learning