%0 Book %A National Research Council %E Kosti, Ourania %T The Science of Responding to a Nuclear Reactor Accident: Summary of a Symposium %@ 978-0-309-31659-0 %D 2014 %U https://nap.nationalacademies.org/catalog/19002/the-science-of-responding-to-a-nuclear-reactor-accident-summary %> https://nap.nationalacademies.org/catalog/19002/the-science-of-responding-to-a-nuclear-reactor-accident-summary %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Environment and Environmental Studies %P 52 %X The Science of Responding to a Nuclear Reactor Accident summarizes the presentations and discussions of the May 2014 Gilbert W. Beebe Symposium titled "The Science and Response to a Nuclear Reactor Accident". The symposium, dedicated in honor of the distinguished National Cancer Institute radiation epidemiologist who died in 2003, was co-hosted by the Nuclear and Radiation Studies Board of the National Academy of Sciences and the National Cancer Institute. The symposium topic was prompted by the March 2011 accident at the Fukushima Daiichi nuclear power plant that was initiated by the 9.0-magnitude earthquake and tsunami off the northeast coast of Japan. This was the fourth major nuclear accident that has occurred since the beginning of the nuclear age some 60 years ago. The 1957 Windscale accident in the United Kingdom caused by a fire in the reactor, the 1979 Three Mile Island accident in the United States caused by mechanical and human errors, and the 1986 Chernobyl accident in the former Soviet Union caused by a series of human errors during the conduct of a reactor experiment are the other three major accidents. The rarity of nuclear accidents and the limited amount of existing experiences that have been assembled over the decades heightens the importance of learning from the past. This year's symposium promoted discussions among federal, state, academic, research institute, and news media representatives on current scientific knowledge and response plans for nuclear reactor accidents. The Beebe symposium explored how experiences from past nuclear plant accidents can be used to mitigate the consequences of future accidents, if they occur. The Science of Responding to a Nuclear Reactor Accident addresses off-site emergency response and long-term management of the accident consequences; estimating radiation exposures of affected populations; health effects and population monitoring; other radiological consequences; and communication among plant officials, government officials, and the public and the role of the media. %0 Book %A National Research Council %T Lessons Learned from the Fukushima Nuclear Accident for Improving Safety of U.S. Nuclear Plants %@ 978-0-309-27253-7 %D 2014 %U https://nap.nationalacademies.org/catalog/18294/lessons-learned-from-the-fukushima-nuclear-accident-for-improving-safety-of-us-nuclear-plants %> https://nap.nationalacademies.org/catalog/18294/lessons-learned-from-the-fukushima-nuclear-accident-for-improving-safety-of-us-nuclear-plants %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Environment and Environmental Studies %K Energy and Energy Conservation %P 394 %X The March 11, 2011, Great East Japan Earthquake and tsunami sparked a humanitarian disaster in northeastern Japan. They were responsible for more than 15,900 deaths and 2,600 missing persons as well as physical infrastructure damages exceeding $200 billion. The earthquake and tsunami also initiated a severe nuclear accident at the Fukushima Daiichi Nuclear Power Station. Three of the six reactors at the plant sustained severe core damage and released hydrogen and radioactive materials. Explosion of the released hydrogen damaged three reactor buildings and impeded onsite emergency response efforts. The accident prompted widespread evacuations of local populations, large economic losses, and the eventual shutdown of all nuclear power plants in Japan. Lessons Learned from the Fukushima Nuclear Accident for Improving Safety and Security of U.S. Nuclear Plants is a study of the Fukushima Daiichi accident. This report examines the causes of the crisis, the performance of safety systems at the plant, and the responses of its operators following the earthquake and tsunami. The report then considers the lessons that can be learned and their implications for U.S. safety and storage of spent nuclear fuel and high-level waste, commercial nuclear reactor safety and security regulations, and design improvements. Lessons Learned makes recommendations to improve plant systems, resources, and operator training to enable effective ad hoc responses to severe accidents. This report's recommendations to incorporate modern risk concepts into safety regulations and improve the nuclear safety culture will help the industry prepare for events that could challenge the design of plant structures and lead to a loss of critical safety functions. In providing a broad-scope, high-level examination of the accident, Lessons Learned is meant to complement earlier evaluations by industry and regulators. This in-depth review will be an essential resource for the nuclear power industry, policy makers, and anyone interested in the state of U.S. preparedness and response in the face of crisis situations. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Lessons Learned from the Fukushima Nuclear Accident for Improving Safety and Security of U.S. Nuclear Plants: Phase 2 %@ 978-0-309-38888-7 %D 2016 %U https://nap.nationalacademies.org/catalog/21874/lessons-learned-from-the-fukushima-nuclear-accident-for-improving-safety-and-security-of-us-nuclear-plants %> https://nap.nationalacademies.org/catalog/21874/lessons-learned-from-the-fukushima-nuclear-accident-for-improving-safety-and-security-of-us-nuclear-plants %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Environment and Environmental Studies %K Energy and Energy Conservation %P 238 %X The U.S. Congress asked the National Academy of Sciences to conduct a technical study on lessons learned from the Fukushima Daiichi nuclear accident for improving safety and security of commercial nuclear power plants in the United States. This study was carried out in two phases: Phase 1, issued in 2014, focused on the causes of the Fukushima Daiichi accident and safety-related lessons learned for improving nuclear plant systems, operations, and regulations exclusive of spent fuel storage. This Phase 2 report focuses on three issues: (1) lessons learned from the accident for nuclear plant security, (2) lessons learned for spent fuel storage, and (3) reevaluation of conclusions from previous Academies studies on spent fuel storage. %0 Book %A National Research Council %T Developing Capacities for Teaching Responsible Science in the MENA Region: Refashioning Scientific Dialogue %@ 978-0-309-28639-8 %D 2013 %U https://nap.nationalacademies.org/catalog/18356/developing-capacities-for-teaching-responsible-science-in-the-mena-region %> https://nap.nationalacademies.org/catalog/18356/developing-capacities-for-teaching-responsible-science-in-the-mena-region %I The National Academies Press %C Washington, DC %G English %K Biology and Life Sciences %K Education %K Conflict and Security Issues %P 152 %X Spurred on by new discoveries and rapid technological advances, the capacity for life science research is expanding across the globe—and with it comes concerns about the unintended impacts of research on the physical and biological environment, human well-being, or the deliberate misuse of knowledge, tools, and techniques to cause harm. This report describes efforts to address dual use issues by developing institutes around the world that will help life sciences faculty learn to teach about the responsible conduct of science. Based on the successful National Academies Summer Institute for Undergraduate Biology Education and on previous NRC reports on effective methods for teaching about dual use issues, the report's authoring committee designed a general framework for the faculty institutes and chose the Middle East-North Africa (MENA) region to test a prototype faculty institute. In September 2012, the first Institute was held in Aqaba, Jordan, bringing together 28 participants from Algeria, Egypt, Jordan, Libya, and Yemen to engage with effective, evidence-based teaching methods, develop curricular materials for use in their own classrooms, and become community leaders on dual use and related topics. Developing Capacities for Teaching Responsible Science in the MENA Region: Refashioning Scientific Dialogue offers insights from the institute that will help in the design and implementation of future programs in the MENA region, and in other parts of the world. %0 Book %A National Research Council %T Facing Hazards and Disasters: Understanding Human Dimensions %@ 978-0-309-10178-3 %D 2006 %U https://nap.nationalacademies.org/catalog/11671/facing-hazards-and-disasters-understanding-human-dimensions %> https://nap.nationalacademies.org/catalog/11671/facing-hazards-and-disasters-understanding-human-dimensions %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Earth Sciences %K Conflict and Security Issues %P 408 %X Social science research conducted since the late 1970's has contributed greatly to society's ability to mitigate and adapt to natural, technological, and willful disasters. However, as evidenced by Hurricane Katrina, the Indian Ocean tsunami, the September 11, 2001 terrorist attacks on the United States, and other recent events, hazards and disaster research and its application could be improved greatly. In particular, more studies should be pursued that compare how the characteristics of different types of events—including predictability, forewarning, magnitude, and duration of impact—affect societal vulnerability and response. This book includes more than thirty recommendations for the hazards and disaster community. %0 Book %A National Research Council %T Future U.S. Workforce for Geospatial Intelligence %@ 978-0-309-26864-6 %D 2013 %U https://nap.nationalacademies.org/catalog/18265/future-us-workforce-for-geospatial-intelligence %> https://nap.nationalacademies.org/catalog/18265/future-us-workforce-for-geospatial-intelligence %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Earth Sciences %P 184 %X We live in a changing world with multiple and evolving threats to national security, including terrorism, asymmetrical warfare (conflicts between agents with different military powers or tactics), and social unrest. Visually depicting and assessing these threats using imagery and other geographically-referenced information is the mission of the National Geospatial-Intelligence Agency (NGA). As the nature of the threat evolves, so do the tools, knowledge, and skills needed to respond. The challenge for NGA is to maintain a workforce that can deal with evolving threats to national security, ongoing scientific and technological advances, and changing skills and expectations of workers. Future U.S. Workforce for Geospatial Intelligence assesses the supply of expertise in 10 geospatial intelligence (GEOINT) fields, including 5 traditional areas (geodesy and geophysics, photogrammetry, remote sensing, cartographic science, and geographic information systems and geospatial analysis) and 5 emerging areas that could improve geospatial intelligence (GEOINT fusion, crowdsourcing, human geography, visual analytics, and forecasting). The report also identifies gaps in expertise relative to NGA's needs and suggests ways to ensure an adequate supply of geospatial intelligence expertise over the next 20 years. %0 Book %A National Research Council %T Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences %@ 978-0-309-15840-4 %D 2011 %U https://nap.nationalacademies.org/catalog/12958/challenges-and-opportunities-for-education-about-dual-use-issues-in-the-life-sciences %> https://nap.nationalacademies.org/catalog/12958/challenges-and-opportunities-for-education-about-dual-use-issues-in-the-life-sciences %I The National Academies Press %C Washington, DC %G English %K Biology and Life Sciences %K Education %K Policy for Science and Technology %K Conflict and Security Issues %P 146 %X The Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences workshop was held to engage the life sciences community on the particular security issues related to research with dual use potential. More than 60 participants from almost 30 countries took part and included practicing life scientists, bioethics and biosecurity practitioners, and experts in the design of educational programs. The workshop sought to identify a baseline about (1) the extent to which dual use issues are currently being included in postsecondary education (undergraduate and postgraduate) in the life sciences; (2) in what contexts that education is occurring (e.g., in formal coursework, informal settings, as stand-alone subjects or part of more general training, and in what fields); and (3) what online educational materials addressing research in the life sciences with dual use potential already exist.