The Fukushima Daiichi Accident

The Fukushima Daiichi Accident consists of a Report by the IAEA Director General and five technical volumes. It is the result of an extensive international collaborative effort involving five working groups with about 180 experts from 42 Member States with and without nuclear power programmes and several international bodies. It provides a description of the accident and its causes, evolution and consequences, based on the evaluation of data and information from a large number of sources available at the time of writing. The set contains six printed parts and five supplementary CD-ROMs. Contents: Report by the Director General; Technical Volume 1/5, Description and Context of the Accident; Technical Volume 2/5, Safety Assessment; Technical Volume 3/5, Emergency Preparedness and Response; Technical Volume 4/5, Radiological Consequences; Technical Volume 5/5, Post-accident Recovery; Annexes. The JRC contributed to volumes 1,2 and 3, which are attached.JRC.F.5-Nuclear Reactor Safety Assessmen

Predicting Environmental Problem-solving Skills with A Dynamic System in Elementary Education

Numerous environmental problems drive discussion to solve them. Students require environmental problem-solving skills to solve the existing problems. The study aimed to describe environmental problem-solving skills in Elementary Education. The research method is descriptive using a system dynamics approach. Instrument of Higher Order Thinking Skills (HOTS) and Pro-Environmental Behavior (PEB) used to measure students score in environmental topic. Sample was chosen by simple random sampling. The research used VENSIM software to create the modeling. The research results indicate that the score of the environmental problem-solving skills tends to increase due to the Higher Order Thinking Skills (HOTS) and Pro-Environmental Behavior (PEB). Moreover, there are other influencing factors including learning media and students' activity in their environment. An increase of 5 points in the environmental problem-solving skills every year will be derived if the teachers perform various learning innovations. The research concludes that environmental problem-solving skills in low category and can be improve by various learning innovations