Measurement and evaluation of the irradiation test parameters for a specimen in a HANARO material irradiation capsule
A material capsule system has been developed for irradiation tests of nuclear materials in the core region of the High-flux Advanced Neutron Application Reactor (HANARO) and has been actively utilized for the various material irradiation tests requested by numerous users. For an irradiation test in the reactor, nuclear characteristics and irradiation temperature of the capsule parts are basically necessary for the safety analysis of the capsule and capsule detail design. The irradiation temperature and neutron fluence of the specimens are key parameters required by a user to analyze any neutron irradiation damage effects. Based on a basic design of a capsule, the reactivity effect, neutron flux/fluence, and gamma heating of specimens are calculated by the MCNP code. To compare the calculated neutron fluence of the specimens, thermal and fast fluence monitors (F/Ms) are installed in a capsule. After an irradiation, the F/Ms are dismantled and analyzed to obtain a neutron spectrum. The obtained fast neutrons (E>1.0MeV) by using the SANDII code are located within about a 20% error range of the theoretical values calculated by the MCNP code. The irradiation temperature of the specimens is analyzed preliminary by using the GENGTC or ANSYS codes based on the basic design of a capsule and gamma heating. During an irradiation test, the temperatures of the specimens in a capsule are measured and monitored by thermocouples. The DPA (Displacement Per Atom) and activation of the irradiated specimens are also evaluated by using the SPECTOR and ORIGEN2 codes, respectively, at HANARO.
Present situations and perspectives on the advanced utilization of HANARO
Abstract Since HANARO reached its initial criticality on the 8th of February, 1995, this facility has been improved and enhanced continuously in two ways. The first way is to check and review every function of its systems in order for the reactor to be operated with more improved performance as well as with the design values of the reactor. The second one is to equip most suitable instruments with convenient facilities to enhance the utilization program of the reactor. In the first case, we are starting the research work for the improvement of fuel performance and developing aluminum plugging in vertical holes of reflector tank for the reduction of thermal neutron loss due to light water. For the development of fuel, tubular type of fuel is considered to maximize the thermal margin, and a uranium–molybdenum (U–Mo) fuel specimen is planned for irradiation test in the HANARO. U–Mo fuel is proved to accommodate higher uranium loading density in the fuel meat and thus the use of the U–Mo fuel brings about the room for the on-site spent fuel storage pool in the HANARO. In the second case, Neutron Spectrometers are in scheduled installation according to users’ requirements. A new pool cover is being designed to accommodate driving mechanisms for the neutron transmutation doping facility and capsule facility on the cover. In addition to these, a special research fund is allocated from the government to encourage researchers, who utilize the reactor for their research purposes.
From student to therapist: exploring the first year of practice.
OBJECTIVES
The transition from classroom to clinical practice challenges many health professional students. This study used a phenomenological approach to explore the lived experience of rehabilitation students during their final placement and first year of practice.


METHOD
Students (n = 6) in occupational therapy and physical therapy wrote reflective journals every 2 weeks during their final fieldwork placement and first year of practice. The researchers independently analyzed the journals for common themes. An independent peer completed a blind analysis of two journals. Data were also compared with published first-person accounts of novice practitioners.


RESULTS
The lived experience of the first year of practice included four consecutive stages: Transition, Euphoria and Angst, Reality of Practice, and Adaptation. Themes from the journals included great expectations, competence, politics, shock, education, and strategies.


CONCLUSION
Recognizing the stages in the process of transition from student to therapist may assist in educational curriculum development and clinical support and supervision for new graduates. Educators need to continue to make education practice relevant while maintaining a theoretical perspective.