[en] Full Text:The issue of Teaching physics vs Learning physics in our institutions of higher learning will be discussed. Physics is taught mainly by frontal lectures an old (and proven) method. The great advancements of the Information Age are introduced by exposing the students to vast amounts of computerized information and directing them to numerical problem solving by interacting with the computer. These modern methods have several drawbacks: 1. Students get the impression of easy material acquisition while in fact it becomes superficial. 2. There is little integration of topics that are taught in different courses. 3. Insufficient interest is built among undergraduate students to pursue studies that involve deeper thinking and independent research (namely, studies towards a doctoral degree). Learning physics is a formative process in the education of physicists, natural scientists and engineers. It must be based on discussions and exchange of ideas among the students, since understanding the studied material means being able to explain it to a colleague. Some universities in the US initiated programs of learning physics by creating an environment in which small groups of students are engaged in discussing material, jointly solving problems and jointly conducting simulated experiments. This is done under the supervision of a mentor. Suggestions for implementing this method in Israel will be discussed

[en] Ontario Power Generation (OPG) is currently qualifying its critical safety analysis software. The software quality assurance (SQA) framework is described. Given the legacy nature of much of the safety analysis software the reverse engineering methodology has been adopted. The safety analysis suite of codes was developed over a period of many years to differing standards of quality and had sparse or incomplete documentation. Key elements of the reverse engineering process require recovery of design information from existing coding. This recovery, if performed manually, could represent an enormous effort. Driven by a need to maximize productivity and enhance the repeatability and objectivity of software qualification activities the decision was made to acquire or develop and implement Computer Aided Software Engineering (CASE) tools. This paper presents relevant background information on CASE tools and discusses how the OPG SQA requirements were used to assess the suitability of available CASE tools. Key findings from the application of CASE tools to the qualification of the OPG safety analysis software are discussed. (author)

[en] Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

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[en] Training in radiation protection is a part of EDF's general risk prevention training program. Operating personnel who work in controlled areas receive specific training focused on ensuring awareness of the risks involved at each phase of an operation. Specific training actions also have been designed for specific target populations. The program calls on an innovative tool a simulator is used for training of operators in managing accidents following steam generator tube breaks. This simulator is linked to a special training-oriented expert system in order to generate key parameters, including graphs showing changes in dose equivalent at the site boundary. During the development of France's PWR nuclear plants, radiation protection was taught as a specific subject. Today, we feel that it can be integrated within a broader context, i.e. training in risk protection, which encompasses both radiation protection and so-called conventional safety training. This thinking has led to preparation of a training plan which targets all personnel -- operating staff, supervisors and managers -- who might take actions in a controlled area. (author)

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[en] A model of moving distributed load with a constant speed is established for vertical vibration analysis of a continuous guideway in maglev transportation system. The guideway is considered as a continuous structural system and the action of maglev vehicles on guideways is considered as a moving distributed load. Vibration of the continuous guideways used in Shanghai maglev line is analyzed with this model. The factors that affect the vibration of the guideways, such as speeds, guideway's spans, frequency and damping, are discussed

[en] According to the rules of safety at the working places in Israel, all radiation employees in Israel should receive once a year a refreshing course in several areas of safety. At the NRC-Negev there are two kinds of radiation employees: the ''hot area'' employees, who work in an environment of radioactive materials or radiation machines and the ''old area'' employees (all the other employees in the NRC-Negev). One of the main goals of the Department of Human Resources Development and Training at the NRC-Negev was to organize safety refresher courses. All ''hot area'' employees received a training program of two days in safety subjects, each year. The ''cold area'' employees received the same course, each second year. The former training program included several lectures in radiation protection, health physics, biological effects of ionizing radiation, etc., as well as same lectures in industrial safety, fast aid, fee fighting, emergency procedures, etc. The safety refresher courses were given by Rental lectures. There were a lot of disadvantages in these frontal lectures: The lecturers are employees of the NRCN who had to stop their routine work in order to lecture; the lecturers had to carry out identical training for each course for a large group of workers; there was a lack of testing methods or any other certification for the employees. Recently, seven safety courseware were developed by the NRC-Negev and the CET (Centre for Educational Technology), in order to perform these safety refresher courses. The courseware are based on an interactive computerized training including tutorials and quiz. The tutorial is an interactive course in each subject. The employee gets a simple and clear explanation (including pictures). After each Morial there is a quiz which includes 7 American style questions. The first two courseware are for all the employees, the next 4 courseware for the ''hot area'' employees, and the seventh for the ''cold area'' employees (the seventh is a short summary of the last 4). Thus, the ''hot area'' employees have to perform 6 courseware (and 6 quiz) and the ''cold area'' employees have 3. In this paper we will present the methods used to develop and produce this radiation protection courseware at the NRC-Negev

[en] Based on the optimal velocity car-following model, in this paper, we propose an improved model for simulating train movement in an urban railway in which the regenerative energy of a train is considered. Here a new additional term is introduced into a traditional car-following model. Our aim is to analyze and discuss the dynamic characteristics of the train movement when the regenerative energy is utilized by the electric locomotive. The simulation results indicate that the improved car-following model is suitable for simulating the train movement. Further, some qualitative relationships between regenerative energy and dynamic characteristics of a train are investigated, such as the measurement data of regenerative energy presents a power-law distribution. Our results are useful for optimizing the design and plan of urban railway systems. (general)