Nikoleta Marilova, in sem pripravljali točke prezentacije za tukaj, da vidim, če je tukaj. Proste, sem pripravljala tukaj prezentacije vse internationalne energije. Zelo, kako je naša gola, mandat, in izgledanje, na izgledanje. Zelo tukaj, izgledanje, energi in elektriciti for the people who are living in our planet. So you might see that 2.6 billion people rely on biomass, which is considered as renewable energy, but still it's an old source which does not allow this comfortable life and to develop the industry and to improve the sustainable life and development in their countries. 1.3 billion people have no access to the energy at all and while 1 billion people no access to the health carrier due to the energy poverty, because they don't have enough access to the energy and as a result they don't have access to the appropriate health carrier. This is a problem in this world which is separated by nations and rich nations, I say poor nations, developing nations, they should work together to solve this problem if you want to leave this in peace. So what nuclear energy and nuclear power can offer today for the world development of this? Now in 2020, we don't have a later statistics, at least I don't have now, nuclear power reactors generated about 10% of the total electricity generated in the world. I have to say, this is the number is less than used to be few years ago before Fukushima accident, but anyway, this is a huge amount and this is a valuable source and sustainable source of the energy. Now in operation nowadays, or maybe like in last year we had 442 nuclear power reactors in total power about 400 gigawatt electric and they were operated in 30 countries. In now we have 52 new reactors, total power 54 gigawatt electric under construction in 15 countries, it includes also 2 newcomer countries. So still countries have interest in nuclear energy and to production. And let me show quickly the prediction of the nuclear capacity. IA predictions would be done actually in 2014 and 2010, so historically in this plot you can see the, I don't see if mouse is moving here, probably. You can see the dark blue is historical production of the installed capacity of the nuclear power plants which is reaches more or less saturation somewhere in 2010 about 400 gigawatt electric and here you have these predictions done by IA in 2010 and then in 2014 the development of the scenarios for 2020 which we can check now by the way, and also for 2013. You see that in 2010 predictions were much more optimistic for the nuclear energy, so higher than now. But if we look at the let's say pessimistic scenario, we have higher, low and high and low scenarios, so called. If we look at the low scenario and the latest prediction, not latest but prediction 2014, it predicted more or less exactly within plus minus 5% the projection of the electricity now. So of course what I want to say, before and even like 50 years ago we were very optimistic about nuclear energy, how it will develop, that will replace a lot of other sources and will be cheap, reliable and sustainable energy source for production of electricity and other types of non electrical applications for many countries. However, because of several accidents Trima Island, Chernobyl accident, finally Fukushima, we have this public, public does not accept this nuclear energy and we also had to increase safety measures significantly, that increases a lot of the cost of the electricity. So it does make it very competitive with other sources especially with cheap like coal and gas and also with now, it does make it competitive with renewables, that's why we have this delay from those optimistic scenarios to more pessimistic scenarios now. But we should think, if it will be continually like this, if you really want to fight a climate change, this from my personal and not only my opinion, nuclear energy provides real clear choice as a clean and reliable and sustainable, sustainable source of energy for the future generation. So if you look the projections in 2021, it says okay pessimistic, let's say low, we don't say pessimistic, it's low projection, it's the total installed power, capacity of nuclear power plants will remain the same, about 400 gigawatt electric, but if you look it's optimistic, let's say, or high level scenario when nuclear energy will be on demand, we have that in 2050, it will double of the current. But you should also understand, this 400 gigawatt and it's 10% now, if it remains the same 10, 400 gigawatt electric in 2050, it will be only 5% of the total electricity production or energy we say production in the world in 2050. Now let me play one, but I might be video, it doesn't play sound here, interesting moment, maybe I should play and mute this system also. Okay, let me skip this video then because I cannot play from Zoom, I know how to transfer the sound, but it simply shows the main activities in the different fields, which is not only energy production, which we like devoted our today's workshop, but also has different application in different fields in this wide area. You will be able to watch this in the next time. I will send you the link also from the PowerPoint presentation so you can find this information on the web as well. Actually the International Atomic Energy Agency consists of several departments. The main goal is atoms for peace, means for peace and development, means it was created more than 60 years ago, it was idea is to provide to stop developing of nuclear weapons, let's say, to freeze, and instead of that to provide us, the countries, I remember states, with reliable technology for the energy production with nuclear energy, instead of developing weapons, send to develop this, to use this nuclear energy for the peaceful use, for several purposes of peaceful use. Okay, and then we have Department of Nuclear Energy, which I belong to. We have also Department of Nuclear Energy, I will tell a little bit more details about this department later. We have Department of Nuclear Safety and Security, this department is really doing work, how to provide the rules, regulations, and all things which are required, standards which are required for the safe operation of the nuclear facilities and nuclear power plants and all other facilities. We have Department also Nuclear Science and Applications, which is dealing with all, let's say, non-energy production of the use of the nuclear energy such as isotopic productions and also several other scientific applications so like plasma physics for the fusion, for example, for the fusion machines and several other applications, whatever you require, radioactive isotopes or some nuclear reactions, and this is more or less scientific and this application to the agriculture, to the medicine for many other applications. We have a department of safeguards who are many inspectors who control to make sure non-proliferation of the nuclear materials and nuclear, let's say, to make sure that the nuclear energy is used for the peaceful uses and it's that why they call the nuclear, sometimes the energy is called the nuclear watchdog because they control, they inspect the power plants, to make sure that no nuclear materials can be distributed and, you know, hiddenly distributed to the other places. We have a big department of management that manages this huge, huge, very big bureaucratic organization and it requires a lot of management as well. And we have a department of technical cooperation, special department which can accept the money from additional money from the IEM member states, from donors for the specific technical projects developed for others. And I myself, and this workshop is organized by the Nuclear Energy Department, when we have three divisions, division of nuclear power, division of nuclear fuel, cycle, waste technology and division of planning information, oops, excuse me, and knowledge management. So here in this workshop I presented division of nuclear power myself and nuclear fuel, cycle, and waste technology. We will see here the lectures on this topic. In our nuclear power division, I am belong to the section nuclear power technology development, but we also have international project for nuclear reactors section and which is doing with strategic planning how to develop and scenarios of development of the nuclear energy. You will hear the lectures on this also as well this week. Again, and I have a pleasure to lead the fast reactor technology development team which is a part of department of nuclear energy. Again, just to repeat you of the division of nuclear power and nuclear power technology development section. In this section we are... I don't see the slide. Something is wrong, but okay. So in this section we are doing and let's say we don't do the research ourselves, but we are trying to share information, collect information and distribute information about the technologies between the IMF states on different technologies such as including innovative and evolutionary reactors. Evolutionary, I mean this is... we call this pressurized water-cooled reactors, boiling water-cooled... generally all water-cooled reactors including heavy water-cooled reactors, some gas-cooled reactors and also innovative designs such as heavy liquid metal and liquid metal-cooled reactors, sodium and heavy liquid metal both and also gas-cooled fast reactors, molten salt-fast reactors and molten salt reactors in general and also including high temperature... high temperature gas-cooled reactors and if I forgot something supercritical water-gas reactors which are innovative and which are the topic of this workshop this week. OK. So, our activities what we do, as I said, we don't do research in the agency, but we coordinate research, we collect information and distribute it to the member states. What we call this knowledge sharing. It includes the publishing of the documents on the different topics of the nuclear energy, conducting conferences, technical meetings. Technology development, we coordinate research projects, coordinate research projects so-called therapies on the several topics which are chosen by our member state countries as a... who provide experimental data or express the interest in conducting this. We'll explain a little bit later. And capacity building which include training courses, workshops and other documentation including workshop in Trieste in physics and technology of the innovative nuclear power... nuclear energy system is belong to this activity on capacity building. As I said, I personally lead this team on fast reactor technology. It's a small team getting smaller, smaller, by the way. And how do we conduct... And what we define, which activities we should choose to conduct here and what we do. For this, we have technical working group on fast reactor which consists of 20 countries, 20 member states who are interested in fast reactor technology. Plus, we have three observers international organizations. It's OECD, NER, Nuclear Energy Agency and European Commission Joint Research Center and Generation for International Work. We'll talk about this organization later. So, this is group of experts nominated by their governments to participate in this activity. And once a year, we have this meeting of this group when the members report whatever the development in their country. So we know at least what's going on. And also they discuss several proposals which give advice to the IEA which activities to conduct. The same technical working group exists for the other technologies including water reactors, high water reactors, small modular reactors and all others. So you can see that we have this, let's say driving force for our activities by member states due to their representative in the technical working group. There are other mechanisms as well. So this slide shows the main activities of the IEA on fast reactor technology in the 2021, previous and this year. This is what I know very well and I can explain you later in the many, in more details. Again, our main activity is what we conduct and most time and resources consuming it's coordinated research projects but also the several benchmarks and other studies. So we recently completed several CRPs which is so-called Sodium Properties NAPRO CRPs. We also completed PSFR source term CRP PSFR prototype. So maybe I will tell you later about this. Just to give you the idea so we have like two CRPs recently completed. Now we have three ongoing CRPs which I will also discuss. And we have several proposals for new CRPs from the member state that we have to choose which one to conduct. In addition to these coordinated research projects we are also conducting, let's say, more shorter studies. And as a result of those studies we issue the documents on the topics, on the topicals to explain what is the status of these technologies or activities. For example, we conduct in 2021 we completed publishing document on benefits and challenges of fast SMRs. Small, moderate, or medium-sized reactors is also complicated. We will know this story about SMRs later. And on structural materials for heavy liquid metal called reactors. Heavy liquid metal means let and let this matter tactic reactors. We are now just recently conducted technical meeting on development and application of open source modeling and simulation tools for nuclear reactors which is very, very interesting and new initiative I will talk a little bit later. Maybe you as a young forces will be interested. I hope you will be interested in this and can contribute and at least study. And we also recently conducted meeting on state of the art thermohydraulics of fast reactors. And, ok, there are several other activities which I will touch in my presentation later. And one of our important activities several training courses. And here today we have this joint, third joint ICTP IE workshop on physics and technology of innovative nuclear energy systems. Last, not last month actually, last two weeks ago we completed the regional workshop on advances in modeling and simulation of thermohydraulics in liquid metal, fast reactors in India. I'm not sure, you participated? No. This was also, I believe, this regional workshop here is more or less ICTP organized many, many wide, ok, people coming from all parts of this of, let's say, of the world to here. It's very good and very interesting. Ok. And we also conducted webinars. Now, especially after COVID, webinars became very popular and very effective actually. Also, way to breathe and to receive very short and effective easily also without traveling information on the technologies or something. Our main, one of the main activities also is to organize technical meetings and conferences of the IE. And this year we conducted the IE conference on fast reactors and related fuel cycles, which was forced in the series of the IE conference on this topic, which started in Kyoto in 2008, then in France in 2013, in Yekaterinburg in 2017. And effort 22 was originally planned as effort 21 in Beijing, but due to COVID, we have to postpone and make it in Vienna this year. So we had, for this conference, about 365, we have about 700 registered participants and of them 120 participated in person in April of this year. It was the first big in person event in the IE after COVID. Ok. Coordinated research projects like it could be on the different topics proposed by the member states, and actually this is really research which is conducted by our organizations from the member states under coordination of the IE. This usually could be like benchmark specification, sorry, benchmark exercises, when a member state organization provide a specification, usually it's experimental results, promises to provide experimental results on several experimental tests on the nuclear facilities and nuclear reactors. And participants will do simulations based on the input data and then compare this result with experimental data and also versus each other so they can adjust, improve their models and simulation tools, improve their models and also validate the computer tools for the simulation of the reactors. We have several and this is actually very interesting and for me personally also many of them are very interesting to participate as I was did. I will give you one example on coordinated research project on predictive release from the prototype sodium cooled first reactor under severe exit conditions. This was conducted for years usually. Every CRP takes about four years and this was conducted from 2016 to 2020 and this year we published the report. The idea of this CRP maybe I'll show you on the next slide was it's not experimental data of course. It was originally provided by the IGCAR, proposed by IGCAR in India to conduct the research what happens with the sodium cooled first reactor similar to the PF bar prototype first reactor which is now under commission in India if in case of the hypothetical CV accident. We say hypothetical because actually the probability of this kind of accident is very low and it's practically eliminated. What does it say? Practically eliminated. However, practically eliminated means it's physically impossible or very low probability which is kind of discussion on this. But let's say what happens with sodium cooled first reactor is due to the for example sodium if you have the kind of unprotected loss of flow accident you have these pump stops sodium evaporates you have a positive reactivity feedback and finally the core is molten. What happens with this mass of the core molten core if it reacts with the remaining sodium in the pool what happens with this reactor how many potentially radioactive materials will be released to the atmosphere. This is very interesting and very complicated and I think that nobody knows how to because also fortunately we don't have experimental data nobody knows how to answer this question but to try to check between the participants what kind of simulation tools we have what can we simulate and how is simulated and to ensure that at least all these radioactive materials are even released from the reactor will remain in the containment and it's a question and also it's nice and interesting verification or interesting application of the simulation tools used for the reactor here you show in the middle this shows the reactor core hypothetical again and here inside it started from the molten core here and they are huge as you might see here sodium pool and let's say when this fuel molten fuel interactive sodium sodium is immediately evaporated and there is a bubble growing and it grows up and also goes up to the upper plenum when it means huge masses of sodium again and then it collapse condensed back again finally so this is not like simple expansion expansion phase bubble is growing and then make a boom and then it's transient and very complicated three dimensional process which cannot be simulated in two dimensions for example as a result you have the pressure distribution in the upper gas plenum and also distribution of the radioactive isotopes then you can calculate how much of these isotopes and sodium vapor will be released to the containment from the reactor vessel and so on this is so called work package 1 just to show you an example this slide shows another example of the CRP benchmark analysis of FFTF flow-so-flow without scrum test FFTF is fast flux tax facility that was spoken like 30 years ago in 1986 modern city ok in the United States and actually they did really it was not produced in electricity but it's it's it's a big sodium cooled fast reactor with uranium oxide or mox fuel unlike other United States use usually metallic fuel but in this case it was mox fuel or oxide fuel so 400 megawatt thermal but not produced in electricity and it was a loop type plant because there are sodium and loop type reactors which we will maybe discuss later one of the feature this is relatively small reactor core one of the feature of this reactor was maybe I show you here something it's so called gas expansion models which are sub-sub- suba fuel, non fuel, assemblies thigs arranged in the peripheral area of the reactors, eure core is small also in peripheral area and that was at the nominal flow due to the higher pressure of the sodium in inlet of the reactor the level of the sodium in these gas expansion sub-assemblies were high but when the flow is Happ is lower, the level also becomes lower, so it expands, and, gas replaces the sonium. In, in this case, because it's opposite, like standard, because it's the peripheral error, it adds the negative reactivity. And this particular test reactor was working on 50% of power, then the reactor pumps stops, and then, there was the transient process which, okay, the reactor survived this, probably because they da se poželi, da se tudi je sreče začelote, da se poželi, da se začela, da se je izgleda v reaktoru, kjer izgleda vse vočasne. Ko je tudi pravi, paticipati, kaj je tudi 25, jezgleda vse transen in predidit prijevati reaktor vse transenu, First in the blind phase. When we knew only the initial conditions and rector parameters, the own and so on. But we did not know the real experimental data, so called blind phase. The experiment we compared is blind phase. I don't know this is maybe to much. Sreč sem odličen, da se vzelo. Vse CRP odličen je od 4 roče, in FFTF je vzela, da se prišli, da se prišli na drugi roč. In druga CRP je zelo, da je vzela, včajna institutovatomica energi, which is provided experimental data for new turning benchmark of CFR start-up test. CFR is China Experimental Fast Reactor that started in ten years ago in the periods. During the start-up they did several standard tests and provided data for the IA participants. Again, first in blind phase, let's say, when participants didn't know the data and then later in the refining stage when they could compare the data. So here the data were general net criticality when you assemble the reactor core. Then control road works for test temporary reactivity coefficients calculated, sodium void reactivity effect and several other tests which we conducted. This slide shows the timeline of this CRP conducted in four years, which already in November we had the final last research-coordinated meeting of this CRP and I hope will publish next year again. We will publish, for this CRP we will publish actually planning publish not one final report but several documents, which also shows how to use the Monte Carlo Neutronix code for Monte Carlo Neutronix code, such as Serpent II and OpenMC to calculate the Neutronix with Monte Carlo method with example of the CFR of this test. This year we just started a new CRP, which is benchmark of transient from Forza to National Circulation Experiment with heavy liquid metal loop. This is so-called NACHI UP experiment, which is conducted here in Italy, in Brazimone, but nearby, another site of this bay. In Brazimone, it's heavy liquid metal, actually it's led this motor tactic loop. It simulate again loss of flow test. Of course there is no Neutronix, it's simply a simple loop, which includes one mock-up of the fuel assembly, which electrically heated pins and pumps. Then pumps stops and you have a transient, which goes through the fourth conversion. Finally you have established a National Circulation mode, which is also obviously this test section, at least not necessary reactor survives, in which you have about 10% of the power, sorry, 10% of the flow rate, of 10% of the nominal flow rate, conducting, which is enough to cool this test section. And it also provides, let's say, it doesn't copy the reactor data. It provides the materials and experiments for validation of the computer codes, which are used in the world for the simulations, such kind of experiment. And this is our first therapy related to heavy liquid metal, because now let cooled fast reactors become also popular. We also conducted recently technical meetings on state of the art of throm hydraulics of fast reactors, which included many, it was a review after maybe 20 years, what is the new development in this, what is again, what is kind of new experiments, and also reviewing the state of the art of this technology, modeling and simulation experimental results for the throm hydraulics of fast reactor cooled by. Actually it was mostly related to the liquid metal, sodium and lead, but also several gas and several contributions were related to the gas cooled reactors and molten soil cooled reactors. Okay, another interesting thing, actually, which I was personally, was very interested in the, it was a technical meeting on development and application of the open source modeling and simulation tools for nuclear reactors. So called on core initiative, which we started in the year with help of several, also lecturers will be explained probably this week on this. Actually, the idea is usually it was in-house code or proprietary codes for to simulate the nuclear reactor such as, for example, MCNP, also every commercial CFD codes, but the new trend also started. Can we use the open source approach, open source tools for the simulation of nuclear reactor? And that was discussed on this meeting. The benefits are obvious because it's freely accessible and also easily accessible. So all students, professors, especially for educational purposes, you can quickly access the code, you can run the code, you don't need to apply especially for the light sensing and so on. You just use and also this code itself or developers of this code benefit from this because you have more users, they users contribute to development of this code for the testing and development of this code, so it becomes popular. And one good example is OpenMC, which is Monte Carlo simulation code for the, okay, for the Neutronics and the reactors. Another example is OpenForm, GenForm. There are several branches of the OpenForm. OpenForm is a CFD code for the simulation of everything. It's just general CFD, but there are several branches which use this kind of CFD codes, open source code for the simulation also of the nuclear reactors. And I'm inviting us, you, also myself, to revisit these pages and to see how can we use this in future. We also work closely with the IED department of Nuclear Safety and also with GIF generation for international forum and we conduct in every year workshops on safety of the liquid metal code fast rattles. Started in 2010. Every year we have an exchange of information on this on the LMFR safety. It used to be safety of the sodium cool fast reactors. Now it's more general, includes heavy liquid metal and safety of LMFRs. Okay, one of our important activities is joint ICTP IE workshops on innovative nuclear systems. That's very good, like ICTP invited us to conduct this workshop here because they have many connections and experience to propose to, let's say, to select the participants from around the world, from all countries and collect here in this beautiful place and to organize these workshops. I would like to thank this ICTP for this opportunity again presenting and now it looks also better. So maybe for the group photo we can make it. Unfortunately today I am the only in person from all lecturers, all others are participating online so I suggest we can do it on Wednesday if weather is good or any other days for the group photo but we also should make group photo with online participants as well. Okay, we have several simulation tools also which are supported by the agency in this in our section. One of them is Sodium Properties Calculator just recently released. It's NAPRA so called. You can search for NAPRA Sodium Properties Calculator and find. It's in addition to our big public to the CRP and publication of the properties of the sodium which once you can use also in textual form but you also can check and see what are references for the sodium for the different ones. Another educational tool it's educational part of the hour. We have a suite of the educational simulators for the nuclear power plants and in this case which also I was doing and involved in the activities on educational simulator of the sodium cooled fast reactor which is already obtained by the IEA, by the vendor and now we are preparing the technical documentation and exercises manual which can be used for the student but if you are interested you can already now request the simulator and we can distribute it for you for the purposes of the testing and also for the education. Here this slide shows our main activities in 2020 which was international conference on fast reactors with a few cycles enabled several other meetings and other events and this year we conclude this joint ICTP IE workshop on physics and technology of innovativeness here in Trieste. I finally would like to advertise that the IEA is hiring the personnel and to work in the IEA is fun I would like to you can search how to find the employment just search this employment in the IEA and I invite also young generation to join the agency if you have interest and to spend several years in Vienna working in support of this nuclear energy in atoms of peace in general. Okay, thank you. Before, thank you for your attention I also would like to show briefly the workshop program and introduce our lecturers also. So we will have this, I think you have this program already there the idea is like in the morning and afternoon we will have the big lectures from our professors and other experts around the world and in the afternoon, in the evening we will concentrate on the group activities means we will be providing you several simple exercises which we will do in groups and first of all please like in the end of this day let us or we can also do randomly for you if you like or you can also compact in the several groups try to make it like a mix for the gender, for the geographical distribution not to be randomly distributed I would say. We have by the way very nice gender representative here I know like 50-50 from my, you know, I don't count this is good because we are welcome we are welcome very much female in my age you know, already unfortunately we have very few female let's say expert because we started like it used to be when I started my education in 40 years, I forgot already it was like a job for the man and but now and that's why we have this too many let's say female underrepresented in nuclear engineering in general obviously because you start from if you start from 90% or 95% of men you cannot expect to be 50 women to be representative after these but now during because now fortunately nuclear engineering becomes popular also through them women and we have special initiatives for this and the IE International Atomic Energy agency supports this for example, we have a scholarship for Maria Skolovska-Skuri's scholarship so those who are working now in the master course can apply for this if you need more information you can just ask me directly if you are in the master course the first or second year of the master course you can apply for this scholarship and obtain this scholarship this is for the female participants okay again, the idea is we will give you several activities and you can do these exercises in the evenings especially like now it's no sun no swim possibilities so then you can concentrate on conducting these exercises and the last day on Friday we will discuss it every evening what's going on so you can ask questions and we just consult we will be applying actually three activities I'm not sure we'll see how it goes but you will be informed so in the last day I believe we can do three or four groups also depends on you as many and the last day we will be all three groups will be delivered short presentations on the results what happens we will see compare the results because it's too short and also we understand that you are also walking here all the days and in the evening it's maybe not enough but just to present this exercise which will be followed by these group presentations and then we will I think Nikola will distribute the certificates for the participation in this event tomorrow and on Wednesday in the evening we will have poster sessions you all, thank you very much you all prepared the posters which can be distributed there and we will discuss this poster we will have like two hours poster session every evening and we will select maybe one or two or three posters as the best posters I know that because we want to distribute as many awards as possible here then please be prepared to ask the questions the lectures will come and ask you the questions we will have a discussion and please try to present your poster as much as possible to deserve this one of these awards and maybe all if you have questions about the program let me know ok, we can do please also during at least my presentation please interrupt me also participants from the online participants please interrupt me and send the question whenever you have chat put in chat or raise your hands online or interrupt me anytime from here now let me, I have a pleasure to present our lectures that will go as they not as of the importance but also as they appear in the program and one of them is Cheray Obatra who is chief technology officer in terapraxis and lead catalyst he just started this job in this summer before that he was a nuclear engineer and project officer here in Zajen in fast reactors team and also in small model reactors team since 2015-2022 and he has two master degrees in nuclear engineering and another in nuclear reactor physics and I believe that Cheribatra is now online with us Cherayo would like to add something maybe you can welcome participants also Cherayo, can you hear us? ok disappeared somewhere anyway, you will see him soon he was actually supposed to be of here in person but now today he will be also presenting online another lecturer which will be starting this afternoon presentations is professor Kassilov he is the managing director of the regional network for educational and training in nuclear technology star net project he is also professor of national research nuclear university MIFI in Russian Federation he has PhD in nuclear engineering and he is experience is nuclear engineering education, training nuclear management, research and development in nuclear technology international cooperation he is more than 50 years has experience in the nuclear field and he used to work in the IA nuclear power division and received in 2001 he received American nuclear safety training excellence award and also published about 150 scientific publications during his research career which is he still continue professor Akira Tokuhira sensei from from Canada Ontario Tech University he will be also presenting this afternoon like he will be presenting online and since Canada time difference they all in North American lectures will be presenting in the afternoon in the evening he was the dean of students in this Ontario Tech University he has great very long experience of his working in his working list appointed in very like several United States Organization Aragon National Lab Adako National Lab Pacific North National Lab thank you for noticing and he works actually in several several appointments he was also born in Tokyo, educated in the years he got his PhD in nuclear engineering from Purdue University and he worked also in JNC, I don't see, I met him first when he worked in JNC now JEE in Japan ok, Akira will explain him he is also a member of women in nuclear of Canada by the way, so he supports effectively women contribution to the nuclear engineering ok, so for tomorrow we will have online lecture from professor Vladimir Artisiu who is now since two years, more than two years already is a consular and advisor to the director general of state atomic energy corporation Rosatom in Russia he is also contributing since 2016 he is a member of state advisory group for nuclear energy into the IE Vladimir got his PhD from Oblin Institute for nuclear engineering in 1991 and doctor engineer from Tokyo Institute of technology in 1997 so he is classmate for our ladies representative here from Oblin and also from TokoDial the same and in nuclear engineering and fuel cycle development in Tokyo Institute of technology and INP professor Adrian Bugges is his professor of engineering physics at McMaster University in Canada and his specialty is nuclear reactor core physics of different designs particular Kando reactors heavy water reactor Kando in Canada and several different other reactors including the future designs and especially we inviting him as expert in super critical water reactor and molten soil reactors which are innovative reactors and topic of this workshop prior to beginning professor at McMaster Adrian was the manager of the reactor core design in the ACR-1 congrid at atomic energy of Canada and before coming to Canada he was professor of experimental particle physics at McMaster University participating in scientific experiment in lab and design of experiments at large carbon collider and he is a fellow and past president of Canadian Nuclear Society he already delivered lectures two years ago sorry, four years ago here in Trieste and that very well received here another representative of the he is Alexander Bishkov from the IA he is senior nuclear engineering expert and he is working in the in-pro section of the IAEA our sister section he before rejoining IAEA two years ago he is a genetic post of Rosatom representative to the international organizations in Vienna from 2011 to 2015 he was served as a deputy director general of the IAEA and head of the department of nuclear energy Alexander will deliver several lectures and very interesting lectures I believe he will be arriving tomorrow and he was graduated from Moscow State University in chemistry in 1982 and he covered a lot of the areas and he spent devoted his life to the nuclear engineering and he was also published and he was a co-author of about 100 scientific publications Professor Takashi Takata he will be again arriving tomorrow and starting his lecture on Wednesday and since 2021 he is professor in department of nuclear engineering and management of the University of Tokyo and he is the chair also of the risk assessment technical committee of the standard committee in atomic energy society of Japan and visit researcher in Japan atomic energy agency so he is doing a lot of work in this field and we will see in his lectures his two lectures probably three lectures on the topic this week he received his PhD from Moscow University in 2004 ok Kristian Lege Dr. Kristian Lege from CIA former work at the CIA now retired but consultant in the CIA he will be again arriving tomorrow and deliver several lectures on the several topics and as ok after retirement he is consultant and scientific advisor for CIA in Kaderaz Kristian supports in both his text also ok and he actually has very exciting and long experience in nuclear engineering technology and since 1979 after he received completed and received PhD from Institute of National Polytechnica de Toulouse in France he was doing with many in especially on the sodium cooled fast reactors and his topic is the sodium cooled fast reactors and I would like to add to this introduction that Kristian participated in previous two workshops here in Trieste and this will be his third workshop in Trieste again finally I would like to introduce Nikoleta Marilova who is supposed to be here and she was not able to attend and his second year is nuclear engineer in fast reactor technology development team working with me and he also has short but very intensive experience in nuclear engineering since 2016 when he got PhD from Kastro Institute in Technology KT in natural sciences in 2022 and before that he completed master science degree from Ecole Polytechnique fédérale de lasagne EPFL what we saw and also in Pao Sredl Institute PSI in nuclear engineering finally myself I told you already that I have a pleasure to work as a team leader of fast reactor technology development team in the AAM I also received the PhD from Oblask Institute of Nuclear Engineering in 1994 it's from so we remain also after engineering from Tokyo of technology so also with you and I worked in IPP in Oblask in TTH Tokyo Technology in Japan JNC which is JEN now I am PE in Oblask and KIT in Germany form FZK and I am happy to see to welcome all of you here today and this week in this great workshop I just before we go I just want to ask if Nikoleta Nikoleta, are you with us? Hello, can you hear me? Yes, we can hear, so welcome How do you feel Nikoleta? I hope you are better So we can join you Thank you very much, I am very excited for this workshop Please... Sorry, I cannot be there We miss you. Please add few welcome words to our participants So very excited for this workshop for the lectures in the next days and I hope you will all learn as much as you also have expected and Yes, so I hope I wish you all a great few days Ok, great, thank you and then Any questions? Oh, this is perfectly in time Any questions to me on this workshop in general on the program Ok If not we will have a coffee break and I know if you need a group photo we can make a group photo also today Also, please, those who are online please come at 10.45 here in Italy Central European time means in 15 minutes and we make a group photo online also as well Ok, thank you


Welcome to the second part of the discussion of the abdominal viscera in the first part We had mentioned the portal structures this time. We are mentioning the viscera. Let's come back to the spleen So again, I have lifted up the spleen here With the pancreas attached to it that means it is in the spleen orenol ligament Remember the tail of the pancreas and the spinning vessels were in the spleen orenol ligament So the fact that it is attached I have freed it from the stomach here It was attached to the stomach by means of the gastro spleen ligament little bit of the gastro spleen ligament is visible here But most of it is attached to the tail of the pancreas. So let's look at the spleen It was stuck to the post to the side of the abdominal wall It was in relation to 9 10th and 11th ribs and I told you in class that the spleen has got a superior border And you can see the superior border very clearly here. Can you see a notch here? This is the classical notch of the superior border which helps us to palpate. So when we are palpating like this We recognize it by its superior border. This is the anterior border and This is the inferior border This is the diaphragmatic and the costal surface and this is the visceral surface and you can see the highlight of the spleen In fact, when we do a spleenectomy, we lift up the spleen and we clamp it and we remove it from here Okay, so the superior border just under the superior border. This portion is the gastric area So the stomach was related here. You see the stomach was related like this. So this is the gastric area This anterior border behind that is the colic area. We have removed the colon So this was a splinic flexure where it was located. Now, let me just turn to show you the inferior border This is the renal area and you can see that it is related to the left kidney Which is here, which I'm going to show you in the next section. So when it was located like this It was related to the left kidney. So that is the renal area So these are the important surfaces and the borders and the parts of the spleen now let's take a look at The stomach itself and in front of you I'm going to open the stomach and I'm going to show you the interior of the stomach I'm going to show you the pylorus Let's put back the stomach in its normal location where we started off if you remember this was the cut end of the Isophagus so this is the other cut end of the isophagus So this portion is the abdominal part of the isophagus and this isophagus is continuing This is the cardiac notch This is the fundus of the stomach this is the lesser curvature of the stomach This is the region of the instissura angularus the lowest most dependent part of the stomach when you see from the top and After that instissura angularus it becomes the pylorus and from the pylorus This diodina makes an upward curve, which is the superior part then the descending part Then the horizontal part then the ascending part and then the dj flexure from where the ligament of trides extends to the diaphragm Having said that now let me open out the stomach I've retained I've already shown you the left gastric artery and everything else I've shown you so now I'm going to open out the stomach To show you the rugal folds there These are the The rugae gastric rugae let me spray a little bit of water and then you'll be able to see much more clearly You can see You can see the gastric rugae This is how the interior of the stomach looks like I Okay You can see the rugal folds much more clearly Straight yes Surgeon is the only one who got straight with the curved scissors. They say you'll reach the pylorus. Okay slow down And here my I'm reaching an obstruction. That is the region of the pylorus. I am cut with a knife now And you'll see the thickness of the pylorus You see I'm having difficulty because it is thick There That is the region of the pylorus It is pyloric sphincter Hold the other end to me That's right There This is the pylorus And you can feel The thickness This is the pyloric sphincter Now I will put this instrument inside I put it inside now you cut on top of the instrument There we have crossed the pylorus Can you see the pylorus here? Can you see the thickness here? This portion here This is the thick portion. This is the pylorus portion. So we have crossed the pylorus. Now we have entered the diodenum And interior of the diodenum I have already opened out and you can see that there are transverse mucosal folds So this is the interior of the stomach interior of the diodenum Now I'm going to open This spleen I'm going to cut open the spleen just to show you the How the interior of the spleen looks like the spleen is composed of Mostly red And few white pulp Mostly it is red pulp red pulp contains spleenic sinusoids and I told you sinusoids means blood spaces without endothelium So even spleen has got sinusoids. So that is the red pulp Then what about the white pulp white pulp are those arteries which are surrounded by lymphoid follicles lymphoid tissue Those constitute white pulp and in between there are incomplete Trabiculate so that is the interior of the spleen and I told you the spleen acts as a reticulate endothelial organ And it acts as a temporary storage organ for RBCs in adults and in children in infants it is an organ of hematopoistus, but not in adults So this basically destroys all old and broken down RBC. So this is the interior of the spleen and finally Nothing much to show you inside the pancreas. I will open up one of these gallbladder to show you the interior Okay, cut it to here please for me Okay, let's go into the lumen It has already got some bile. That's why it is sticky and This is the interior of the gallbladder and you can see some of these This is the bile So this is a bifid gallbladder So and before I conclude for let me show you the last part though It is actually part of the abdominal wall since you're wearing gloves. You hold it for me, please This is the anterior abdominal wall the remnant is everybody with me This is the rectus sheath the anterior layer of the rectus sheath This other side anterior layer of the rectus sheath. Hold it stretch it out for me, please This is the linea alba. Can you see the linea alba in the middle? Where it fuses Now, what did I tell you in the class stretching out from the inner surface of the abdominal wall? We have a A ligament What was that ligament? This is the falsiform ligament. Can you see so this in is Margin of the falsiform ligament is the one which is attached to the abdominal wall clear The other end is attached to the liver. Can you see this is the liver? This is the left loop. This is the right loop And this is the free margin of the falsiform ligament which is going all the way to the umbilicus And this is the region of the umbilicus And this free margin if you feel you will feel the Round ligament of liver and you can feel the cord like structure And you can see that the falsiform ligament splits to form the anterior layer of the coronary ligament You can see this is the falsiform ligament here. And can you see it is splitting? It is attaching it is attached also to the part of the abdominal wall here And you can see the whole falsiform ligament completely here You can see it's splitting to form the right And the left leaf of the coronary ligament So this is the falsiform ligament which I wanted to show you And this is the one which divides the liver into an anatomical right lobe and an anatomical left lobe Which of course does not have any functional significance. This is the anatomical left lobe And this is the anatomical right lobe. This is the inferior margin of the liver. This is the posterior superior or the diaphragmatic surface of the liver And this is the visceral surface of the liver. And since we are on this In fact, this fluid is collected in the hepato-renal Morrison pouch by the way which came out Can you see this is the right kidney? Can you see this is the liver? So this is the Morrison pouch And just now you can see it's already the most dependent when I press down this fluid came out. So this is the Morrison pouch This is what I spent so much time telling you explaining to you Is is the most important most dependent space and the other most dependent space is the pelvis And you can see my hand is going deep down inside So the patient is lying down fluid tends to collect in the pelvis and it tends to collect in the Morrison pouch Clear. Thank you very much for watching ladies and gentlemen. Have a nice day. Dr. Sanjay Sanyal signing out I hope all of you have seen everything


Today I'd like to welcome somebody who really needs no introduction, so one of our own, Daryl Young. So Daryl, let me say a few words. He's a professor at Harvey Mudd College. He received his PhD in applied mathematics, and he's the founding director of the Claremont Colleges Center for Teaching and Learning. He's really a longtime member of the PCMI community and a really valuable one. So I'm very grateful to him for all that he's done for our teacher program and just being a general part of this. So he's been a strong advocate for effective teaching, effective methods for inclusion and diversity in mathematics education, and I'm really pleased that he's agreed to give this talk today on equity-mindedness in the teaching of mathematics. Thanks, everyone. I have a few disclaimers and instructions for all of you before we get started. The first thing that you should know is that I'm going to ask you to interact with me and with other people at some point.  Even if it's somebody you don't know, it's okay. Ideally, you'd also have something to write with and something to write on. So I'll let you get settled while I get started. The first thing I also want to say is that the backdrop for this talk is that we live in a highly inequitable society in which racism, sexism, and other forms of bias and discrimination just pervade. It's the air in which we breathe, and that sort of motivates a lot of what I do personally, professionally, and is part of the reason for this talk right now. Now, you can't expect that we'll be able to make a significant dent in that issue in the next 60 minutes, so I don't want to get your hopes up, but I just want to let you know that that's sort of the reason why we talk about all of these things. The second thing is that this is a cross-program talk that's not about math, so I hope that the title already gives you some sense of that. If you were not expecting that and you want to leave, that's totally fine. You're not going to hurt my feelings. I'll also just make a comment that talking about equity is really tricky. Honestly, what can be accomplished in 60 minutes, not a whole lot, but what I'm hoping to do is to give people some things to think about, not just for this time, but for beyond this time, that you'll have some ideas to take away in your own teaching practice that will help you to be more inclusive and more equitable. Another thing to keep in mind is that I don't know many of you, you don't know me, and it's difficult to go deep in any kind of equity kind of talk because that work is very personal and it takes a lot of internal work, and so this is something that you'll have to judge for yourself.  Finally, some of the hard work that comes with dealing with equity and inclusivity are really internal ones, so I don't know if you were here at the cross-programmed last Friday, one of the questions that the panelists who were sitting here were asked were, what are some of the barriers to greater inclusivity and equity? And I'll add that one of those barriers I think are internal ones. They have to do with our own ego, our own compassion or lack of compassion for ourselves, so you might hear people say things like, I'm not racist, I don't need to listen to this, or I know this stuff already, I'm a person of color, so those experiences that we all have are very unique to ourselves and so we can't assume or impugn any kind of things about each other just because we particularly have a certain set of experiences and I'll just say also that it's important that we give ourselves compassion because if we can't make mistakes in an environment that's safe like this, I'm not sure where we're going to be able to make mistakes in our lives, so if we can have some grace for ourselves right now and over the next few weeks, I think that will go a long way. Okay, so through with all of the disclaimers, before I get to the talk, I should also just tell you a little bit about who I am and also that you'll know where I'm coming from because the experiences that I have are obviously different from the ones that you'll have to, so I am a faculty member at Harvey Mudd College, which is a part of the Claremont Colleges, there are seven institutions that are all together. Harvey Mudd is a very small liberal arts, STEM-focused institution. We have only about 840 undergraduates all together, so it's a very small place. I've also taught for a year in LAUSD and for the last two years, I've been the director of our Teaching Learning Center, which is basically an outfit that's supposed to help faculty enhance their teaching learning at the Claremont Colleges for all seven institutions. And in addition to those experiences, I work very closely with Math for America, Los Angeles. We're celebrating our 10th year of being in existence. We have about 150 teachers who've been through the program or are in it right now, and currently we have about 80 or so. It's just a quick plug. We just got a new grant for computer science teachers, so if you happen to know people who teach math and computer science and are computer science in the LA area, please send them my way, or you can tell them to go to mfala.org. Okay, so as a result of all that work with teachers and with faculty members, I am in a weird situation where I read a lot of education literature, both at the higher ed level and at the K-12 level, and it's really interesting to see where some ideas get taken up in one sphere, but not in the other and vice versa. And it's cool because I get to be at the nexus of those two things, and so when I hear my teacher friends telling me about this awesome idea, I get to pass it over to my higher ed colleagues, and likewise when I hear some interesting research in the higher ed world, sometimes I can take it back to my K-12 friends too. So today I'm going to be sharing some bits about both from both worlds, and I'm going to start here. So if you saw the top title in the PCMI app, there's probably something completely different, and that's because when Rafe asked me to do this a few weeks ago, I kind of made something up. I'm sorry, Rafe. But by the time I heard the equity panel discussion last Friday, I really decided to scrap the whole thing and start over again. And so I'm starting here with a definition of equity-mindedness from one of my favorite scholars, Estella Ben-Simone. She's a faculty member in the School of Education at University of Southern California, and also the director of the Center for Urban Education. So I'm going to read you three sentences from a paper of hers that defines equity-mindedness. So here we go. Equity-minded faculty and teachers focus intentionally on the educational outcomes of different groups of students and are able to understand any inequalities in the context of history of exclusion, discrimination, and educational apartheid. Equity-minded faculty see their institution and now add, and themselves as bearing primary responsibility for eliminating those inequitable outcomes rather than making students responsible for overcoming deficits, which may be lack of knowledge or skills or qualities. And finally, most importantly, equity-minded individuals are far more likely to understand that the beliefs, expectations, and actions of individuals influence whether minority group students are construed as being capable or incapable. So the reason I share all of this with you is because what I find so attractive about this definition is that it reverses the locus of the usual conversation about equity in many places, which is that it's about these students are coming to us with deficits and we're going to help to make that up in some way by putting them in these programs or we're going to give these things to them or we're going to administer these tests and put them in these special sections. And all of those things can be helpful, but they always put the locus of concern on to the student. The student is the person, the group that is somehow deficit and is needing to be fixed in some way as opposed to thinking internally about my own practice, my institution's own practices to think about how I can become a more inclusive place. I can talk a bit more about that later, but that's the basic idea. I'm going to get to how we implement this idea very practically in a classroom setting, but first I'm going to take a little detour and tell you about what this has to do with belongingness. So if you all remember taking an intro site class from college, you probably learned about Maslow's hierarchy of needs and very briefly this theory has to do with the things that motivate us to do whatever, to live, to breathe. So why do we do the things that we do? According to this theory, which is pretty well established, there are a hierarchy of different needs that humans have, and what we do is we operate in a way to meet those needs. The needs are organized in a hierarchy because according to this theory, which may or may not be true, this part, is that if your needs aren't met at a particular level, you don't even perceive the needs higher in the hierarchy. So for example, at the lowest level, humans have a need to breathe and sleep and eat and have water. If we don't have those needs met, then we may not even be concerned about our safety, but if we do, then assuming you have those needs met, you'd be concerned about your physical safety, your emotional safety, and once you have those needs met, you care about longing and receiving and giving love, so on and on and on. So I mention that as a very general theory for what people do, but let's turn that around and think about how that might play out in your classroom. So students have needs, and each of these categories can translate to the right into something that has to do with your teaching practice. I left off the bottom most category of physiological needs, but I should say that for many of us, these are still important concerns. They're just maybe not ones that we have direct control over. So for example, when I taught in LAUSD, many students came to class hungry, and if you're hungry, you can't learn very well. It's pretty basic. At Harvey Mudd, most of my kids have food to eat, but they often don't sleep very much. That often prevents them from learning. So these are basic physiological needs that you have to make sure your students have met. But above that, so safety might translate into the classroom as emotional and intellectual safety. That has to do with whether or not you feel like you're going to be ridiculed for something, for being different, or maybe for giving the wrong answer in class. Love and belonging might translate into a sense of belongingness to the classroom, to the school, and if you're a teacher who puts students in small groups, then belongingness to that small group might also be a factor. So this is sort of a general concept map that we can put a lot of things on. And what I would like us to do is to spend the next few minutes doing a little bit of quick writing to tease out the importance of belongingness. And I think it's easy to say that belongingness matters in the classroom, but I think it's something that's so deep and that has such impact that we often forget. So if you wouldn't indulge me, why don't you get something to write on? Or if you don't, that's okay. You can just think of these questions. Let me see my slides. Okay. All right. I want you to think about your teaching over the last year, or whatever, the last time you were in the classroom, and you had a substantial interaction with a group of students. So number one, think about one student in a class who you perceive to feel a strong sense of belonging in that class that you're thinking about.  And then think about a student who you perceive to feel a lack of belonging in that class and write about an interaction that you had with them that makes you think that way. Just 90 seconds. Okay. I don't have a lot of time. Okay. So just very briefly think of two people for one and for number two. Okay. That's about 90 seconds. And I apologize if you're not, if you haven't been in the classroom recently or you're a student and you might have to think about a similar experience, maybe tutoring or maybe you can put yourself in the shoes of being the student in that situation, whether you feel like you're belonging or didn't belong. Okay. Two more quick questions for you to consider. Okay. Can I get a thumbs up? Are you all ready? Okay. Good. Thanks. Okay. Three. List some teaching practices that make your class unique or that set you apart from other instructors you know. So I'll give you an example. For me, I use standard space grading in my classes and that means that students have a limited number of redos for their quizzes and they can take them at any point in the semester. This is one aspect that is a little bit unique about my class. Okay. And then number four, what is one thing you wish students would do more of in your class to succeed? So I'll give you another 90 seconds just to write thoughts down for both of those things. It's about 90 seconds. All right. So here we're going to go, we're going to connect the first two questions with the second two questions. You see where I'm going with that? Okay. Here we go. I'm sorry that red isn't showing up super well, but okay, think about those teaching practices that make your class unique and that sets you apart from other instructors. How did those two students that you talked about first, how did they respond to that thing, or to those things? You can just think about it. You don't write anything down. Just think about that. Did they respond well? Did they not respond well? And on the bottom, what is that one thing you wish students would do more of in your class to succeed? For me, I wish students would come and ask for help when they're stuck. I just wish that. It's a lot of students don't do that. They think that they are too embarrassed or somehow. Anyway, what did those two students that you were thinking of earlier have to do with that thing? Did they do that thing that you wished or did they not do that thing that you wished? Okay. Let's just maybe we'll take a quick poll here. So that thing that you wish students would do of, more of in your class to succeed? Student A, the one who belonged. Did that student who belonged, did they do that thing? Raise your hand if they did that thing. Okay. Look around the room. Now let's see. Student B, the one who didn't belong. Did they do the thing that you wanted them to do? Raising your hand if they did that thing. The student who didn't belong. Oh my goodness. I didn't realize it would be this dramatically different. Did you look around the room? That's pretty strong. So I've actually never done this before in a group. So I was sort of taking a risk. I didn't know how I was going to turn out. But it's pretty amazing if you think about it. That one thing that you think is so important that you want them all to do, why is it that certain students aren't doing those things? It really matters, doesn't it? Okay. So the next thing we're going to do now is we're going to sort of unpack equity-mindedness in the context of this stuff, belongingness in all of these things. And what I would encourage you to think about is that I think going to teaching talks often it's easy to walk out of the room with like these are the five things that you should do. Check, check, check off the box. You know, like I'm going to blah, blah, blah, and blah. And I think those are helpful. But what I'm advocating more is beyond just taking away a list of things to do, inculcating a practice of habit of mind, of thinking in a certain way as to be able to uncover those things continually for yourselves. And here's an example of what I mean by that. So how might we embed equity-mindedness in our practice? So for any instructional choice that you make in your class, in your teaching, whether it's the thing that makes you so special or the thing that you wish students would do more of, whatever it is that you do, these are some questions that you might continually ask yourself to know if you're doing a good job at being equity-minded and inclusive. So how might that thing affect who feels included and who does not feel included in your class? How might that thing affect who would benefit and who might not benefit in your class? How might that thing affect who would have access and who would not have access in your class? And then the last one is kind of a crucial one. How would you know if you had to intervene in some way, given that maybe you noticed something wasn't going right? How would you even know if you weren't paying attention, you'd probably just keep going the way you were going and things would be fine? So these are some questions that I'm going to keep bringing back over and over again in the next remaining maybe 30, 20 minutes or so. And I'm going to do them in two different contexts so that you get a sense for how you might embed these questions into your daily practice. Okay? All right. How are we all doing? I'm talking a lot. I'm so sorry. Are we okay? Does anyone want to pause and ask a question at the moment? Okay, we're okay. It seems like we're okay. All right, good. So I'm going to talk to you about two areas where these things might play. So one has to do with the instructions that we give students and the second thing has to do with using group working class. Okay? All right, here we go. So instructions in class. Let's talk about transparency in teaching. So this is one of those things that I learned in my higher ed readings. A lot of my colleagues at the K-12 world, they don't use this word a whole lot, but I think it makes a lot of sense still. And that has to do with the word, this idea of transparency. Transparency has to do with making clear all those hidden assumptions that we make and the expectations that we have for our students that we don't always verbalize. And often, when we ask students to read our minds, what we're basically setting them up to do is to get it wrong sometimes. And the students who know will be fine. The students who don't know how to read your mind will not get it right. And so many areas of our teaching practice connect with this idea of transparency. So let me just read you this quote from Mary Ann Winklemas, who is a researcher in this area. Transparency means teaching students about more than just the core subject matter. It means telling students about your rationale for how and why you've chosen to shape their learning experiences. Okay, so let me tell you about a brief, very briefly about a research study that is pretty exciting. So here's what these researchers did. What they did was they found about 1,150 students over a bunch of different institutions, 1,180 students. These were across seven different institutions. 35 different faculty were involved in this study. And what they did was the researchers taught the faculty members in this study to revise their assignments to be more transparent. And I'll tell you in a second what that means. But all they did was they basically went to some training and then they took their assignments that they were already using in their classrooms. And they just made them a little bit more transparent, a bit more clear, okay? And then they were asked to go back to their classrooms and have the same class using the same old instructions, the same old assignments, and then to teach the same class with the revised version of the assignments. That's the only difference in the two classes. And what they found is that across all of the institutions and the classes, all of the students in the intervention group, meaning the students who received the more clear instructions, reported self-reported gains in confidence, belonging, skills mastery, compared to the control group, control group, just meaning the students who received the as-usual assignments. And not only that, historically underserved students, meaning students who were first-generation students and students of color, reported even higher gains than the majority students did. Sort of amazing. So everybody tended to do better, but the students that were marginalized did even better. And then in a follow-up study, what they did, this was just at the University of Nevada, Las Vegas. They took a whole bunch of first-year students, and what they did was they trained their first-year instructors in this transparent assignment thing. And they asked their teachers to keep track of the retention rate, and it turned out just by making the assignments more clear, the retention rate from first to second year went from 74% to 90%. Just doing that little tiny thing. It's pretty amazing. So let's kind of dive into a little bit about what they did by this intervention, I'll tell you more now. So what they did was they basically trained their faculty members to do these three things. Okay, here are the three things. How can you be more transparent with your students? Specifically with regards to assignments. One, whenever you give an assignment, just tell them what it's for. Why are we doing this particular assignment? What does it matter? How does it connect to your life? What kind of skills and content are you going to acquire as a result of doing this assignment?  It sounds very basic, but that's basically all you have to do. Just tell them how to be successful, what might be the first step to take to perform this particular task. And then the third one is the biggest one, criteria. What does good work look like? How is success measured in this class? Those were the three things that they were trained to do in that particular intervention, and when they did those things, they generally performed a lot better. If you think about what was done, maybe the results in the study start to make more sense to you. For example, say I give you an assignment in intro site class. I say, okay, Andy, you have to write a paper about eating disorders. I want a 10-page paper with at least eight sources. Do Monday, go. So that's a very typical kind of thing that you might say to a student. But a beginning student in a first-year class might have a lot of questions, like why eating disorders? Why am I chosen to give this particular topic? What are sources? What constitutes a source? Is Wikipedia a source? I don't know. Do they have to be in a particular article? Do I have to cite them in a particular way? What's the formatting requirement? Does it have to be double-spaced? I mean, all of those things that are kind of confusing, students often don't know. And who are the students who probably will know? And who are the students who probably won't know? We all know that in this society, students aren't equally trained to do school well. Since we've had a lot of experience with these sort of open-ended assignments and writing papers, they probably will be familiar. They won't have those questions. Students who do not know those things, who encounter the, quote-unquote, hidden curriculum of higher education, they're the ones who are going to have questions. And let's compound that with the problem of being one of a few in a class. If I'm a person of color and I don't see a lot of other people like me in the class, and I have these particular questions, when nobody else seems to have those questions, I might begin to doubt my ability in the class. I might begin to doubt whether I belong in this space, everyone seems to get it, I don't seem to get it, I'm not going to let anyone know, I'm just going to keep going, pretend like I'm okay. That's a very typical kind of reaction that you might get in a higher-ed class. But the same thing is true even in a high school class to middle school class. So another example I might give you is a more mathematical one. So all of us, I think, have been guilty at some point in our lives as teachers in using the word simplify. And you'll know that in the Common Core State Standards in mathematics, the word simplify never appears. Did you all know that? Raise your hand if you knew that, by the way. Yeah. It doesn't appear because the word is rather vague. What does it mean to simplify anyway? Sometimes writing something in factored form, even though it looks longer, is actually simpler because of the thing I'm about to do to that thing. And so even just eradicating the word simplify might help because it just makes your intention more clear. Students are less likely to have to guess what you mean and will know what to do. Now, at the same time, what you should realize is that when we are transparent with students, what we're doing is we're making our expectations clear with them. We're helping them not to struggle with the things that we don't want them to struggle with. There are things that I want my students to struggle with and I want to intentionally do that because I want them to, for example, grapple with the difficult problems. There are reasons sometimes to not be totally... not to totally lay things out on the table, but even in those situations, you can be clear about why you're doing that. For example, in the morning math class that we're subjecting the teachers into right now, you know that Bone and I, the instructors of the class, we generally don't answer any of your questions when you ask them of us and the reason why is, as we said to you on the first day, because we want to allow you to enjoy the joy of discovering the answer on your own. So there's a situation where I'm clearly being opaque in my answer to you, but I did that intentionally because I actually want you to be able to enjoy the discovery yourself. Another example might be the following. In a problem, you might give missing information or too much information for students to solve the problem. That's a good strategy. Sometimes being able to parse information is an important skill for students to learn. And so you might say to students, by the way, this problem may have either too much information or too little information for you to solve the problem. Just wanted you to know that that will happen. I did that on purpose because blah, blah, blah, blah. So that transparency is what I'm talking about. Just being clear about your instructional choices so as to not have students wonder why you did a certain thing or whether it had to do with them or their inadequacies. So the first idea has to do with transparency. And so in any piece of instruction you give to students, you can always ask yourself, who will have access to understanding that information? Is every student in this class going to equally understand and know what to do? If not, that might be something you can revise. And I'll give you one more pro-tip about transparency. The best way I've found to make your instructions and your things, your classroom materials more transparent is find a colleague who is not in your discipline and trade your work with them. They're going to read your work as a biologist or as a whatever, right? And they're going to have questions for you that they will like your students not know because they're not versed in your field. So many of us have been teaching in our field for so long that we swim in this information. It's hard to know what we know that students don't yet know and separating that is difficult. Well, just ask a colleague and trade with them so you can look at their materials and help them identify and cover those questions that maybe they were assuming students already knew what to do. All right, are we good? Okay, thank you for that. This is a very... I'm talking a lot. This is a quiet audience. Did anyone have any questions that they want to stop me with before I move on to the next topic? Yes. Yeah, yeah, that's a great question, Melissa.


Everyone loves to hate or at least joke about gadget bonds. But I do think it's interesting that when you look at all the gadget bonds out there, it seems like either every other one is French or uses rubber tires. Or is French and uses rubber tires. But how do these technologies work? Why do they exist? Do they actually provide any benefits? Or that age-old question, should rubber-tired trains and trams simply be banished to transit history? Let's find out. If you're not already, consider supporting the channel on Patreon for behind the scenes, early access to videos, and other benefits. One cannot talk about rubber-tired trains, yes, trains with rubber tires, without talking about French metro systems, most notably the Paris Metro, which originated the idea of rubber-tired metros. But that's not to say that rubber-tired rail transit is only of French origin, that's definitely not the case. There are all kinds of rubber-tired rail systems out there, from straddle beam monorails that originated in Germany and have gained particular popularity in Japan, to rubber-tired automated people movers from companies like Westinghouse that are now under control of Alstom, and which serves airports all over the world, as well as Singapore as an LRT. That being said, in France, I think you generally find the widest variety and highest capacity rubber-tired transit systems. And as mentioned before, they really originated and had their greatest moment as part of the Paris Metro, which experimented with retrofitting some of its existing lines with rubber tires in the mid-20th century, in a bid to improve performance. Indeed, as with the other Paris-derived rubber-tired metro systems from Montreal to Mexico City to Santiago de la Zan, this means that the rubber-tired technology is really more of an overlay to existing steel-wheeled metro technology than its own independent thing. And these systems still contain steel wheels, steel rails, and conventional railway switches, which sit inside of the rubber tires and the concrete or steel railways that they operate on. In Paris's case, that meant that many of the lines that were retrofitted to use rubber tires weren't actually designed to use rubber tires from the get-go, and that means they couldn't fully take advantage of the technology. This wasn't really the case for the exported systems or Line 14 in Paris, which is much newer. Now, those steel wheels on the trains actually do form an integral part of the operation, as they're actually used for braking. That being said, while the system is operating optimally and not traveling through switches, these steel wheels don't actually make contact with the rails, and they're suspended above them via the rubber tires. The steel wheels contact with the switches when the trains travel through switches is only made possible by extra long wheel flanges, which these types of trains have. All of this brings us to a common problem we'll see with a lot of these rubber tire transit systems, which is how do you get power if you're sitting on a bunch of insulators? The answer in this case is via guidebars that sit on either side of the running rails. These guidebars are rolled along by other horizontally mounted tires, and also is where power is picked up from. They also, given their name of guidebars, are used to guide the bogies through corners. But the Paris Metro Tech is not the only rubber-tired French Metro technology. There's also VAL, which was originally developed for use on the Metro in Lyon. VAL has come to stand for Light Automated Vehicles, and the technology has been exported quite successfully. These French gadget bond systems are only systems we're really talking about because they were fairly successful in being exported to lots of other places around the world. And VAL in particular has been used both on metros and on a lot of automated people-mover airport-type things. Now, the choice to use rubber tires on VAL has a few reasonable explanations. For one, the low slip of the tires on the guideway can be really useful for driverless operations, which all VAL systems use. That's because understanding where the train is located, as well as dealing with things like platform screen doors, is easier when you have wheels that don't easily move independently of the vehicles themselves, which is possible with steel wheels since they can slip and slide. The small trains and rapid acceleration enabled by the tires also allow VAL trains to travel incredibly close together, as little as one minute apart. They're also useful for steep grades and tight corners, which along with the very small coaches used on the system makes it highly maneuverable and thus highly flexible. For power and regular running, the VAL system isn't actually that different from the Paris Metro rubber tire technology in that there are rollways and guide bars which provide power. But the wheel sets are much simpler on VAL and that's in part because the vehicles are so much lighter and thus can be supported by only four tires, making them much more like a guided automated bus and less like a train since there aren't actually bogies or steel rails. That being said, there is a slot-like rail that does exist through switches that allows trains to be guided through them. Original VAL has been used in a number of systems around the world, usually in small, low-capacity configurations. These include Lille, Ren, Toulouse, as well as on the Charles de Gaulle and Orly Airport People Mover systems. And also in Taipei, I haven't explained her about Taipei, but let's just say there was quite the showdown with Bombardier who built trains for the otherwise proprietary system. Interestingly, Siemens, who actually acquired the VAL technology, has been developing a new VAL technology for use in cities like Ren. And it's known as NeoVAL and it's essentially meant to supersede the original VAL technology. In this case, the NeoVAL system essentially further simplifies traditional VAL by adding a central metal guidance rail, something Siemens was able to do in collaboration with Lore Industries, creator of the very much infamous Trans Lore system. So what is Trans Lore? Well, it's a rubber-tired tram technology that in many ways resembles a guided bus, but cannot actually be steered like a bus and instead relies on a central steel guidance rail, pretty much the exact same as what you see on the NeoVAL. Since it runs on rubber tires, again like a lot of these technologies, and has a central steel guidance rail which you can use to return current, it also operates using a single wire overhead and a pantograph. Now, Trans Lore vehicles do look mostly like trams, but because of the proprietary design and unusual setup, cities which have installed the technology have basically been stuck with a single vendor, since these aren't standard tram vehicles. The systems have also faced a number of derailment and railway degradation issues, because unlike with a standard bus, if you have a guided bus, which let's be honest, is what Trans Lore is, your wheels stay in the same place as your rolling ups been down all the time, and that tends to lead to the wearing of grooves in standard asphalt. So you need expensive, concrete railways that basically obviate any cost savings the technology would give you. Despite these issues, the technology was somehow unsurprisingly used on two Paris tram lines, as well as in Venice and Padova in Italy, and it was actually exported outside of Europe to China, as well as a few other cities. From Trans Lore, we moved to an even more unusual and seldom used technology. The Bombardier GLT, not Bombardier's greatest moment, and they had a few not great moments. This technology was only used in two systems, and in some ways it's like Trans Lore, since it used a central guidance rail, and one of the two systems used a single overhead wire with pantograph. Now, fortunately, unlike Trans Lore, it was able to operate as a standard bus when it went off rail. But unfortunately, it went off rail a lot of the time, when it was on the rail, because the technology has really horrible derailment issues, which required really draconian speed restrictions on GLT systems, only one of which is remaining, because one of the cities got so fed up that it ripped it out and replaced it with a standard tram. Unfortunately, as with Trans Lore, GLT was also proprietary and non-standard, which meant getting replacement vehicles and parts was difficult. And in a super weird case, one of the systems actually didn't have a maintenance facility on the electrified route, and so the buses had to drive to the separate bus maintenance facility for maintenance. And because this system didn't have trolley bus lines or anything like that, every GLT vehicle had a diesel generator on it, which is kind of strange. Now, when assessing all of these technologies, I think it's important to acknowledge that to some extent, they all do have some benefit. In some cases more, and in other cases less, much less. Anyways, it's important to try to understand those features when trying to assess whether this technology is good in any particular circumstance. Most technologies, even the super weird ones, will make sense in some extremely niche cases. The broader question is why we don't use these technologies in every city and town. I also have to acknowledge that external factors probably also played a role. One of the first Trans Lore systems was built in the town that is home to one of the world's largest tire manufacturers. Now, since we've talked about all of the different systems, let's talk about some potential benefits of rubber-tired rail transit. For one, as I've mentioned quite a few times, these systems can quite effectively climb steep hills, and that can be useful. While steel wheel traction has come a long way in the decade since these technologies were originally created, ultimately in extreme cases rubber tires probably are better. In the case of Medellin, for example in Colombia, the Trans Lore line they built runs up an incredibly hilly slope, and using standard trams would probably not be advisable. That being said, I don't necessarily think Trans Lore was the best choice. Was there really not a better alignment that could be chosen? Could they not have used buses? These are questions that I can't really answer but are worth considering. Ultimately, in this case, Trans Lore does kind of do what it's supposed to do, even if it is a rough, uncomfortable, not really tram-like ride. Now, rubber tires can also broadly reduce vibration because tires are soft and so less vibration transfer happens from the vehicle itself into tunnels and guideways. The softness of rubber tires and the general higher flexibility of these systems also probably mean that they work better in poorly maintained or uneven situations where the rollway is kind of in rough shape. That's not necessarily fully a benefit though because anything that encourages you to not maintain your infrastructure is kind of bad. Of course, the grippiness can also help with service frequency and things like alignment with platform screen doors, though as with a lot of the benefits of rubber tire technology, that has been mostly obviated by better steel wheel technology in the past couple of decades. One feature that does come up a lot is that rubber tires are unlikely to last as long as steel wheels and since they aren't made out of steel, they're just inflatable bits of rubber, they can't be reprofiled like steel wheels to keep them running for longer and longer. That being said, swapping out a tire for a brand new nice one is possible and there are potentially arguments that tires could be good when you have a small operation with something like, say, a people mover. That being said, for a metro system, I think the ride quality and benefits of steel wheels probably outweigh any convenience of being able to easily swap tires. Now, sound is another potential benefit, at least for the guide bar using systems because the guide bars and overall guidance technology means that there's very little need for steel on-steel contact that leads to the horrible squealing you do here on some conventional metro systems, especially going around tight corners. But this can actually also be a negative and so now let's talk about some of the drawbacks. While these technologies are unlikely to lead to the kind of steel on-steel squealing you do here on some steel systems, what they do lead to is roaring, especially at high speeds. It's kind of like being in a car driving down a highway. There's just a loud, low roar and this is even worse because rubber-tired metros in particular have a lot of tires. At the same time, while tracks and rollways might work in rougher conditions, they still ultimately need regular rebuilding and maintenance. And since rubber-tired technology is non-standard, it's just a little more complicated and expensive. In the case of the tram systems, while they purportedly save cost by not using two rails and instead just using one rail, they still have most of the infrastructure of a tram. You've got the overhead line, you've got a single rail, you've got a concrete guideway, but you don't get the service quality and the ride quality of a tram. So it's sort of an 80% of the cost for 20% of the benefit sort of situation, except it's more like 100% of the cost. So it's just not a worthwhile technology to pursue. Please don't build a transfloor. Another issue is ride quality. And while it varies from system to system, and I will say, I don't find, for example, the Montreal Metro to be that much less comfortable to ride on than the Toronto subway, you still do get more bouncing and jostling, which is just the nature of riding on rubber tires, which are inflatable and kind of soft. Now, flat tires are generally unlikely, especially on the metro systems, because they're isolated from traffic and people who might try to throw tax on the track. That being said, they are possible, and a burst tire can cause some havoc for these systems. The Paris Metro tech in particular can operate on the steel wheels, but rubber tire fragments are a mess. And so not great. The benefits of the rubber tire technology can also go completely out the window in inclement weather, which is why Montreal and Sapporo, both snowy cities that use rubber tire technology keep their systems indoors at all costs, and that makes building out metro more expensive. It's also sort of a weird thing that we often take for granted that a metro system or a bus system will just mostly work in any weather. And so the idea that if it snows a bit, your metro might not work is kind of crazy. Ultimately, transit and specifically rail transit is all about standards. So while using a unique technology might make sense in a very, very niche and specific case, in far too many cases, gadget bonds get used because someone paid to develop them and now someone has to pay those costs and someone has to buy the systems. Even if a specialized technology can provide some unique benefits over traditional technologies, it's probably not worth using unless the issue is so specific to your situation that no other technology will do. In most cases, it's probably just not worth it. Thanks for watching.


Question is from junior cadenia. Would you guys consider cardio necessary? Okay. So in an ideal situation, somebody's exercise and activity level, you know, activity protocol would consist of some form of resistance training. I would consider that the cornerstone. It would consist of some form of cardiovascular training just to improve stamina, work on endurance. It's also, you know, a more oxidative form of exercise, which can have some benefits for the heart and the lungs and some form of mobility or flexibility type training. That's ideal. Do I consider cardio necessary? None of it's necessary, I guess. I think, especially if you're lifting weights and you're doing it right, you can lift weights in a way that'll give you plenty of cardiovascular benefit. You're not going to get great cardio from it. It's the least important of the three you just named. Yeah, it is. It's the least important because I can give you a lot of the cardiovascular benefits that you're talking about by lifting weights faster. Totally. Right?  Do 20 reps of squats. Yeah, exactly. I mean, and that would, that in itself would be giving you similar benefits as getting on a treadmill and, you know, cranking away for 30, 45 minutes. So I would argue that of those three, and I agree with you that in a perfect world, we're doing a little bit of all of them is ideal. But if there's one that is less important, it would be cardio because for the majority, I think that mobility and strength training is going to give you the overall benefits. And those two couldn't have, can have carry over into cardio. Cardio will not have carry over into strength training and also mobility. You're not going to get that. And you're going to adapt the fastest to it as well. Like to wear like two or three weeks. Yeah. So it's at the end of the day, like, yeah, that's something I'm always like, consciously considering like, well, I feel a little bit winded or I feel a little bit like I didn't have the type of endurance through that workout session. And maybe I should focus in, but it's really like it's a small window to where I work on that for a while, you know, my endurance increases. And then now I'm right back in business. But the true benefits have been from lifting weights and from, you know, adding mobility and making sure like those are going to give me the most long term, you know, results. Yeah. And here's the other thing too. You want to also consider, you know, what are your goals, right? If your goal is to really build lots of endurance, lots of stamina. If you're an athlete that competes in that kind of, and you require that kind of performance, then cardio is a the best tool for that. It just is. I mean, I can definitely build stamina and endurance with weights, but weights are a better tool for building muscle and for mobility. You'll get endurance stamina from it as well, but it's great for strength, muscle building, mobility, cardio is phenomenal to build endurance. If you really want a lot of endurance, then cardio is necessary.  You're going to have to do some cardio to get really, really good at running. If you want it for, if you're looking for long-term health, if you're looking for longevity, then you don't want to do anything too extreme. You don't want to body build either. Same thing with cardio. You don't want to train like a marathon runner. You want to do a little bit of everything. That's going to give you the best.  He just aren't.  Like that's ideal. Yeah. If you look at the, the longest living people on earth in the world's blue zones, and you look at their activity levels, what they engage in on a regular basis, a daily basis is moderate intensity levels of exercise.  So it all depends on your goals.  You could do it all with resistance training. You can get all the stamina you'll need. Your heart will get much healthier from, you know, higher rep resistance training or supersets or a faster pace of resistance training. You'll get the strength and mobility from the full range of motion that you do. There's your longevity right there. And they can all be definitely overdone. So it all 100% depends on your goals.