Pääjohtaja Pekka Kuusi 11/12 1973

Kirje 11.12.1973

Thermal-Hydraulic Studies on the Safety Of VVER-440 Type Nuclear Power Plants

This thesis includes several thermal hydraulic analyses related to the Loviisa WER 440 nuclear power plant units. The work consists of experimental studies, analysis of the experiments, analysis of some plant transits and development of a calculational model for calculation of boric acid concentrations in the reactor. In the first part of the thesis, in the case of won of boric acid solution behaviour during long term cooling period of LOCAs, experiments were performed in scaled down test facilities. The experimental data together with the results of RELAPS/MOD3 simulations were used to develop a model for calculations of boric acid concentrations in the reactor during LOCAs. The results of calculations showed that margins to critical concentrations that would lead to boric acid crystallization were large, both in the reactor core and in the lower plenum. This was mainly caused by the fact that water in the primary cooling circuit includes borax (Na)BsO,.IOHZO), which enters the reactor when ECC water is taken from the sump and greatly increases boric acid solubility in water. In the second part, in the case of simulation of horizontal steam generators, experiments were performed with PACTEL integral test loop to simulate loss of feedwater transients. The PACTEL experiments, as well as earlier REWET III natural circulation tests, were analyzed with RELAPS/MOD3 Version Sm5 code. The analysis showed that the code was capable of simulating the main events during the experiments. However, in the case of loss of secondary side feedwater the code was not completely capable to simulate steam superheating in the secondary side of the steam generators. The third part of the work consists of simulations of Loviisa VVER reactor pump trip transients with RELAPSlMODI Eur, RELAPS/MOD3 and CATHARE codes. All three codes were capable to simulate the two selected pump trip transients and no significant differences were found between the results of different codes. Comparison of the calculated results with the data measured in the Loviisa plant also showed good agreement.

De veritate aesthetica

Dedicatio: Johannes Gummerus.

Den sista vaggvisan

Soitinnus: piano.

Kaakkois-Suomen nuorisotilastoja

Nuorisotakuu astui voimaan vuoden 2013 alusta. Nuorisotakuu tarjoaa kaikille alle 25-vuotiaille sekä alle 30-vuotiaille vastavalmistuneille koulutus-, työkokeilu-, työpaja- tai työpaikan kolmen kuukauden sisällä työttömäksi ilmoittautumisesta. Nuorisotakuuseen sisältyy myös koulutustakuu, joka takaa jokaiselle juuri peruskoulunsa päättäneelle koulutuspaikan. Nyt tehty raportti toimii nuorisotakuun taustamateriaalina sekä myöhemmin myös toteutumisen seurannan välineenä. Pääosin raportin tiedot koskevat nuorten työllisyyttä ja työttömyyttä sekä omaehtoista koulutusta. Lisäksi raportissa käsitellään lyhyesti myös työpajatoimintaa ja etsivää nuorisotyötä. Erilaisista terveyteen ja hyvinvointiin liittyvistä indikaattoreista saa lisätietoa esimerkiksi SOTKAnet-indikaattoripankista. Rakenteellisesti tilannetta käsitellään maakunnittain. Myös seutukunta- ja kuntataso on otettu mukaan niistä tilastoista, joista se on saatavilla. Tilastovuodet vaihtelevat melko paljon, sillä mukaan on otettu aina viimeisin saatavilla oleva tieto. Suomenniemen kunta liittyi vuoden 2013 alusta Mikkeliin. Tämän raportin tilastoissa Suomenniemi on mukana muissa paitsi työ- ja elinkeinoministeriön tilastoissa.

Företagsamhet i skola och utbildning : lärares tankar om förutsättningarna att nå målen i temaområdet Deltagande, demokrati och entreprenörskap

Developing students’ enterprise and proactive approaches to life have been goals of Finnish public education since its introduction. Still, education in Finland today is criticized for not reaching these goals and for overlooking the development of students’ enterprise. The role of enterprise education is ambivalent. On the one hand, enterprise education is advocated as the solution to many of the alleged problems in public education; on the other hand, the pedagogical ideas that enterprise education builds on appear to coincide with the contemporary understanding of “good education.” The thesis discusses what sets enterprise education apart from other types of education and teaching. Notably, the pedagogical foundations for enterprise education are not necessarily solid or sufficiently explored. Thus, the overall aim of the thesis is to explore the conditions for developing enterprise in education. Sloyd, as a school subject that promotes handicraft-based education, has long been attributed as having the potential to develop students’ character and person; similarly, it is also identified as being well suited for developing student enterprise. Enterprise education is not specific to sloyd, however. In fact, developing enterprise is a cross-curricular goal for basic education. In a subject-focused educational structure and culture, the development of an enterprising mindset in students is a common concern for all teachers. Thus, an understanding of the conditions for enterprise education must not be limited to one school subject; rather, the nature of the phenomenon requires a cross-curricular approach. Altogether, the conditions for enterprise education appear to be in need of further research. In addition to a subject-focused structure, other influencing factors that are mentioned in discussions on enterprise education include the need for a more enterprising working culture in school. Importantly, another key factor is the individual teacher’s pedagogical philosophy, which constitutes the frame of reference that informs how he or she understands and interprets his or her profession. Notably, the conditions for enterprise education are poor unless a teacher’s pedagogical philosophy emphasizes a focus on enterprise. The empirical research uses a hermeneutical approach and focuses on exploring teachers’ views on the conditions for reaching the national goals related to students’ enterprise. The interview study was conducted among class and subject teachers around Swedish-speaking Finland. The study shows that teachers view themselves as the most important factor for a focus on enterprise. Teachers have also identified a vast number of contextual factors that influence, support, or counteract a focus on enterprise. Structure, culture, resources, and curriculum, as well as numerous societal factors, all interact to affect the conditions for enterprise education. The prevailing culture of subject focus poses a challenge to enterprise education. At the same time, however, a focus on enterprise can be seen as a natural tendency in grades one to six. Indeed, teachers of all grade levels interpret the development of a proactive approach to life as one of education’s core values. Altogether, the thesis offers a deepened and nuanced understanding of the conditions for enterprise education. While the public education system in Finland seems to have some favourable basic conditions for enterprise education, multifaceted challenges must be faced if the national goals related to enterprise are to be reached.