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The concept of safety culture is an absolutely necessary issue, when it comes to recognize and manage risks.

We could say that the nuclear industry, together with other high hazard industries such as aeronautical or petrochemical, is the paradigm of safety. In this case, we will explore all the specific aspects of the nuclear sector related to safety culture. Based on operational experience and real cases, we will explore those aspects that make it different from other industries with high safety requirements.

This the second part of serie of 3 NOOCs, which are conceived as a first contact with the safety culture in all areas to continue, then, deepening in more specific concepts in the nuclear field. In order to establish a good safety culture and nuclear safety culture, aligned leadership is necessary. All these aspects will be worked in a dynamic, different and participative way, in which collaborative learning will be a key aspect. The goal of the MOOCs is to ensure that students, industry workers and any person interested, know and transmit the safety culture and its importance.

At the end of the MOOCs, the participants will be able to understand and explain the aspects related to human behaviour and its management to achieve a strong safety culture. These general concepts will be focused to the nuclear industry and its differentiating characteristics.The MOOCs structure includes three independent NOOCs (Nano Open Online Courses).

• • • NOOC I. What is Safety Culture? 10h. (This course)
    • NOOC II. Understanding Nuclear Safety Culture. 10h
    • NOOC III. Developing leadership for safety. 5h

Learning Objectives of NOOC II

• List the differentiating characteristics of nuclear energy
• Describe the type of safety analysis that serves as a basis for safety requirements and their limitations
• Know the concept of defense in depth
• Explain how your work affects safety in all levels

Contents

1. Introduction.
2. Nuclear Energy differentiating characteristics.
3. Basic Philosophy.
4. How my work affects safety?
5. Defense-in-depth concept evolution

The first edition of these MOOCs were part of the courses offered and funded within ANNETTE project, led by ENEN (European Nuclear Education Network), and funded by Euratom, a complementary research and training programme for nuclear research and training within Horizon 2020 European Research Projects.

This permanent edition of the course is an in-kind contribution of Tecnatom and UNED to the sustainability of the first edition. As being a permanent edition, no teaching assistance is foreseen.

This is an intermediate English course for wine experts. The knowledge about how the wine is created that such experts have is used as a starting point for the course design. Working on this knowledge the course focuses on exploring and expanding both oral( listening and speaking) and written (reading and writing) skills, depending on the student’s level of English. Specific vocabulary referring to the description of the vine plant, the process of wine making and the description of wine tasting is first revised and then developed with new terms. Those aspects of grammar that are needed in relation with such lexical areas of knowledge are particularly explained and emphasized.

Objectives

• To get experts or connoisseurs of the world of wine to use their knowledge of it to improve their English.
• To be able to present orally a wine of their choice.
• Be able to explain orally a specific aspect of their choice of wine such as its organoleptic characteristics or its price.
• Be able to write a summary of a wine of their choice focusing on a selection of aspects to differentiate it from another wine of their choice.

 

Contents

Module 0. INTRODUCTION TO THE COURSE

First module. INTRODUCING PEOPLE AT THE VINYARD
In the first module, we will meet people working at a vineyard. We explain how we are going to approach grammar in this course.
And we will refresh how to introduce and greet people in formal and informal ways.

• Meeting a wine expert at the vineyard.
• Meeting people working at the vineyard and the wine business.

Second module: PRODUCING WINE. THE VINE PLANT AND THE VINEYARD.
In this second module, we will study the better  types of soils  for the vine plant to prosper  and  where in the Earth  the vine plant grows.
We’ll also learn the different parts of the vine plant and their function in the production of wine.
Finally, we’ll study a selection of the most popular types of grapes.
As for grammar, we will concentrate on how to describe things in English and how English nouns are used to name both material and abstract things.  We’ll also revise  some basic and technical vocabulary

• Types of soils.
• Where the  vine plant  grows:  altitude and latitude.
• The vine plant.
• Types of grapes.

Third module: PRODUCING WINE. FROM HARVEST TO CELLAR.
In this module we learn  about white and red wines making.
From the grammar point of view, we revise how to express a sequence of actions
and how the English verb system captures the idea of time sequence. We will also see how adverbs describe this actions and processes.

• The wine making process I: harvesting and crushing.
• The wine making process II: the fermenting stage.
• The wine making process III: the aging stage.

Fourth module: WAYS OF DESCRIBING WINES
Finally in the fourth module, we concentrate on how to put  into words the wine tasting experience.

• Tasting wines I. Flavours and mouthfeel.
• Tasting wines II. We smell aromas.

 

*This course will be available in 2023 and registration will be open at: https://iedra.uned.es/courses/

This MOOC will help students reach the competences in the use of simulation tools for the evaluation of economy, energy and environment systems, and, specifically, the MEDEAS tools developed in the MEDEAS Horizon project.

Learning Objectives

Climate change and the management of energy resources are two major problems that the global society of the 21st century must tackle urgently. However, the large number of variables and relationships that involve these problems make decision making very complex. This difficulty has resulted in the development of simulation tools called Integrated Assessment Models (IAM), designed to guide decision-making on energy, economy and environment. The main objective of this course is to describe an innovative IAM that has been developed in the MEDEAS project. The MEDEAS project is funded by EU under the framework of the Horizon 2020 program and it forms part of the LCE21-2015 group, together with the projects Reflex, REEEM and SET-Nav.

Content and Modules

The course begins by introducing sustainability problems and simulation tools that are used to guide decision-making on energy, economics and climate change. The following NOOC is oriented to describe the IAM MEDEAS modules, their structure and use. The ultimate goal of the course is to encourage students to use this free tool in order to find the best ways to transition towards a low carbon society.

The MOOC is structured into six topics and each consists of two sessions.

Topic 1. Introduction. Session 1: About the idea of sustainability
The aim of this introductory session is to present some key issues of the global environmental crisis we are facing and the project “Modelling the Energy Development under Environmental and Socioeconomic constraints” (MEDEAS) as a tool to analyse and test public policies, in order to transition towards a low carbon energy system.

Topic 1. Introduction. Session 2: Introduction to Integrated Modelling of Economic-Energy-Environment Scenarios
This session is explains the concept of the Integrated Assessment Model (IAM) and the first general vision of the set of IAMs developed in the European project of the H2020 program: MEDEAS. In addition, other projects that have been developed in the same call are presented, under the topic: “Modelling and Analysing the energy system, its transformation and impacts”.

Topic 2. The MEDEAS Economy Module. Session 1: Theoretical Framework of the MEDEAS’ Economy Module
This session includes a brief description of the theoretical and methodological framework of the MEDEAS Economy Module. The ecological economics approach, whereby the economy is depicted as metabolic process subject to biophysical boundaries, is described. Moreover, the MEDEAS Economy Module main features and situation regarding the current literature are explained.

Topic 2. MEDEAS Economy Module. Session 2: Modelling the MEDEAS’ Economy Module
This session describes the main methodological features of the MEDEAS Economy Module. The general functioning of the macroeconomic model is explained step by step, paying special attention to the integration of Input-Output analysis and System Dynamics modelling. The most important innovation of the Economy Module, i.e. the Energy-Economy feedback, is also described. Finally, some examples of the simulations are shown, highlighting the relevance of energy constraints inclusion to macroeconomic modelling.

Topic 3. Energy. Session 1: Energy resources
This session explains the great importance of energy in the development of our societies and humanity, in general, the current stagnation in non-renewable energy sources production and the peak oil concept, the EROEI (energy return on energy invested) concept and the challenges of renewable energy sources for filling the gap left by the other energy sources.

Topic 3. Energy. Session 2: Energy module implementation
This session describes the main features of the energy module in MEDEAS and explains the modelling of non-renewable energy sources, renewable infrastructures for electricity and heat, as well as different types of bioenergy considered in MEDEAS.

Topic 4. Energy infrastructures and Land-use. Session 1: Materials, Transport and EROI in MEDEAS
This session includes a brief description of the infrastructures needed for a society based on renewable energy in broad terms. It reviews the way in which MEDEAS models the renewable energy infrastructure growth (seen in Topic 3) and describes the modelling of Transportation, mineral use and static and dynamic EROI in MEDEAS.

Topic 4. Energy infrastructures and Land-use. Session 2: Land use in MEDEAS
This session explores the land requirements associated with renewable energy expansion. First, it reviews the problem of land in energy transition. Second, the MEDEAS land-use module is explained describing main characteristics of modelling. Third, examples of the land requirements of energy patterns are presented, too. Finally, different conflicts, due to the increasing land use by the energy system, are shown.

Topic 5. Climate Change. Session 1: Human interference in the climate system and climate modelling in MEDEAS
This session includes a brief description of the biosphere functioning and how human activities are modifying the climate of the Earth. Afterwards, the modelling of climate in MEDEAS is overviewed.

Topic 5. Climate Change. Session 2: Modelling of climate change damages in MEDEAS
This session outlines the main impacts which may be caused by climate change on human and natural systems, overviews the conventional results from business-as-usual scenarios in IAMs, and explains how these are modelled in MEDEAS applying a novel, simple and transparent method in order to be consistent with climate impact assessments.

Topic 6. Running the MEDEAS Model. Policies and Scenarios. Session 1: Introduction to Energy and Climate Change policies and scenarios
This session includes a brief description of the current climate governance framework, deeply conditioned by the set of policies emerging from the Paris Agreement. Besides, the relevance of scenarios modelling is highlighted, and the most known scenarios framework is shortly described: the Shared Socioeconomic Pathways (SSPs).

Topic 6. Running the MEDEAS Model. Policies and Scenarios. Session 2: Implementing scenarios in MEDEAS
This session shows the process of running a simulation in the MEDEAS model. It begins with files management, then scenarios and policy targets are set and finally, a simulation is run. To finish this last session, there are examples of outcomes from the previously run simulation, according to the scenarios and policies chosen.

This course is part of an Erasmus+ project called MYGEO (https://www.mygeoproject.eu)

The aim of the project is to enhance employment on GIS using a MYGEO portfolio and geo-tools for university teaching. The MOOC has 8 modules with learning and teaching examples using common themes in university lectures.

Objectives
– Promote the use of geotechnologies in university teaching in order to implement the technological students skills.

– Facilitate University teaching examples, using free and quality geodata that facilitate research, analysis and information management and its visualization.

Topics

1. Where can I get and how can I see geodata?
2. How can data be manipulated?
3. How to make decisions?
4. How can I manage data with mobile geo-tools? How can I make a geolocated survey?
5. How can I share data on a Web GIS?
6. How can I explore the power of satellite images?
7. How can I make a 3D representation?
8. How can I design a demo version of an application for a mobile device?

Assessment

It will be a test at the end of any module. Two questionnaires, one initial and one final after following all modules, is also a mandatory requirement to obtain the course certification.

Languages

The same course can be done in in French, Italian, German, and Spanish.