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P anelDiscussion(パネル討論)T h e Status a n d P r o b l e m s o f R a diation

Education i n Various Countries(海外諸国における放射線教育の現状と課題)

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99-01 i2 . 1 田 I 〇 L 〇 G Y EDUCATI〇N I N HUNGARIANSCH〇〇LS
George Marx
Department of Atomic Physics,Eotvos University
Pazmany setanylA,Budapest H 1117,fax36 1 3722753---

ABSTRACT
Basic concepts of nuclear physics are not more abstract and more difficult than those of electricity.For theorientation of the citizens of the21St century,the Hungarian schoolcurriculum has made them compulsory for a11
teenagers.According to the teachers' experience,the students find nuclear issues more relevant and moreinteresting than the topics inheritedfrom the schoolbooks of earlier centuries.

1. A I M----

Schooleducation relying on the pedagogicalpraxis of earlier teacher generations presents the mathematicsof theAntiquity,the physics of the early IndustrialRevolution(17/18th century)to the youthliving in the20/21St
century. A n d the science teachers are surprised that the teenagers payless andless attention to solve c1ose ended
numericalproblems about rigid bodies,direct currents,and geometrica1optics,whileliving in an environment ofsemiconductor chips,mobile phones,and nuclear weapons.This conservative teaching habit excludes modem
science and high techfrom the human culture.Honest grassroots movements among the youth advocate a world
free of 'alien'nuclear power and computer network,and advocate retuming to the'understandable'world of theirancestors.

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The cleanest form of energy is offered by electricity,therefore it is the most comfortable and most popular
option for people.In thelast two decades Hungary utilized nuclear power to cover almost halfof its electric
consumption.This has made our country more independent from outside economicaland politicalpressure.This
is one of the main reasons,wh y statisticalphysics,atomic physics,nuclear physics,and astroph ysics havebecome parts of the Hungarian high schoolcurriculum.(The Japanese translations of thecorresponding
schoolbooks,written by Esther Toth,have been printed recently by the Maruzen Publishing Co.in Tokyo.)The
actua1officialstate curriculum has made the orientation in nuclear science compulsory already in the middle
schoo1,i.e.for a11teenagers.0ur experiences have been very positive:present teenagers even to be poets,
politicians,businessmen show much more interest towards radioactivity and nuclear power plants than
towards forces acting on rigid bodies and direct current networks.Nuclear physics can be treated with much
simpler mathematics than e.g.the resistancein case of altemating current.

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2. NUCLEAR DR〇PLETS
Nuclei are much simpler structures than atoms,molecules,or solids.According to experiences(electric
scattering on nuclei in the Rutherford experiment)nuclei are of constant denslty .Nuclei are made of(positive)
proto ns and(neutra1) neutrons.These constituents have almost equalmasses.The protons repeleach otherelectrically,but nuclei are sti11stable formations due to the intensive nuc1 lear attraction,which acts among these
nuclear particles.The nuclear attraction is about hundred timesstro nger than the electric repulsion,but it has ashort range:much shorter than the size of the nucleus.These empiricalproperties of the nuclear force have theconsequence that inside the nucleus each particle has the same number of neighbors,thus its binding energy is
independent of the size of the nucleus,of the totalnumber A of particles(constant heat of boiling).A particle on
the surface,however,has fewer neighbors,thus its binding is weaker(surface tension).These chaiacteristics ofnuclear forces explain the constant density,the surface tension,and the sphericalshape.Nuclei remind us onwater droplets.The fusion of sma1ldroplets to alarger one would release energy,becausefusion decreases theovera1lsurface.But,̲

3. NUCLEARVALLEY---

Protons and neutrons 1ike electrons in the atomic shel1 are subject to the Pauliprtnciple: o n the energy
1adder only two protons andtwo neutrons can stay on the same grade. This is why about halfofparticles areprotons and halfof them are neutrons in a stable nucleus.Thus the nuclear droplets are positivel y charged andrepeleach other by1ong range electric force.The intensity of the short ranged nuclear attraction and the 1long
range of the electric repulsion make the nuclei to1ong lasting structures.This explains the stability of chemica1
elements,which is the basic axiom of schoolchemistry.

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9 9 011

The chemicalproperties of elements depend on their electron she1ls.The size of the electron sheli depends upon
the positive electric charge of the nucleus,i.e.on the numberZ of protons in the nucleus.The Periodic Table ofchemicalelements terminates,however,at Z<100.The explanation is very simple:electric repulsion between
two protons is about100 times weaker than nuclear attraction.But the electric repulsion has a1ong range:thejoint repulsion of a11the other protons may become comparable to the nuclear attraction of the immediateneighbors in case o f Z ˜ 1 0 0 , w h i c h destabilizes the very heavy(highZ)nuclei.
A nucleus is made of Z protons and N neutrons,altogether A=Z+1Vparticles.The average binding energy per

particle is weakened ifa) A is sma1l(1argefraction of particles is on the surface),b ) Z islarge(intensive electric repulsion acts among protons),c) Z>N (protons are forced to high energylevels by the Pauli principle,)d) N>Z (neutrons are forced to high energylevels by the Pauli principle).
Nuclear particles feelthemselves most comfortable (possessing the deepest average binding energy per particle)
at medium sized nuclei (A ˜50),with about50%protons and50%neutrons in them.This can be visualized bya map,indicating the average binding energyper particte versus Z and N. A narrow va1ley runs through the Z
N「lplane,more orless fo11owing the Z=1Vline.Two sides of the valley(Z> >N and Z< <N ) are steep due to thePauli principle.Startingfrom small A= N+ Z values,we walk downhi1lin the NuclearVa11ey,due to the shortrange of nuclear attraction and decreasing relevance of surfaceenergy;this is theYukaw a s1ope.Forlarge Z
values,however,we begin climbing uphilla1ong Nuclear Va11ey,due to the electric repulsion between the many
protons present in the nucleus,this is the Cou:1ombslope. At the deepest point we find the iron nucleus CA=56).

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It is a remarkable fact of Nature,that the chemicalelements populate the whole Nuclear Va11ey,but the mostcommon metals are to be found at its deepest part:at the I1ro n Sea . W e don't pick up a rusted iron nail,but wetake a golden ring with.

1arge Z
Cou1omb s1ope
Z> >N
Pauli s1ope

Z ˜ N A ˜50
IRON SEA{ Z< <対Pauli s1ope

s m a11A
Yukawa slope

If one puts an arbitrary Z number of protons and N number of neutrons together,the system goes quickly to its
energy ground state by emitting electromagnetic radiation within a tinyfraction of a second,in the same way as
atoms do.But at nuclear transitions the emitted photons have much higher energy(a radia tio n).

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If N> >Z,then the nucleus can transform itselfto another nucleus of deeper energy by a neutron protontransmutation,releasing also a negative electron(and an antineutrino).But the transmutation of a nuclear particle
is a w ea k transiltion, i t takes much more time:minutes,days,even years.(a decay).

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If Z>>N,the proton nel: tron transmutation maylower the energy content of the nucleus.The proton can get
rid of its positive charge by capturing an electronfrom the atomic she1l.(By electron capture or by emitting a
positive positron.In both cases a neutrino,too,is emitted.In order to decrease thelexicalknowledge to bememorized by the students,we do not speak about positrons and neutrinos in the schoo1.We speak only about
electron emission to increase Z,electron capture do decrease Z.These a transitions enable the nuclei to slide
down the Pauli s1ope to reach the Nuclear Va1ley.)Ifwe replace a neutron(standing high up on the energy
ladder)by a proton,the new particle may find empty proton grades downstairs,therefore it jumps down, adecays are usua11y fo11owed by a decays.
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Ifthe electric charge of the nucleus is toolarge,by splitting into two parts it could decrease its energy:the twotagments would repeleach other vehemently.But the first step of splitting would be the deformation of thesphericaldroplet,i.e.an increase of its surface,which means increasing surface energy. T h e energy wi11drop
only after the formation of two sphericaldroplets out of alarger sphere:sliding down on the Cou1omb s1ope may
begin.Thus splitting of alarge nucleus couldliberate electric energy,but an energy barrier prevents it.A He

- 105 -JAERI-Conf

99-01 inucleus mayleak through this barrier by quantum tunneling,but that may take thousands,mi1lions,even bi11ionsof years.(a decay).Forlargerfragments the tunneling time would be even1onger.

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We experiencethat the nuclei,occurring in Nature,are to be found down,in the Nuclear Va11ey .This is the
1 ear coolingis a naturalphenomenon in the same
result of sliding down on the s1opes.Radioactivity as nuc:
way as the cooling of hot water in a cup is but the released energies arelarger,even mi11ion timeslarger.

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In the Universe the most common chemicalelement is hydrogen,making a b o u t 7 5 % o f the cosmic stuff.Thishydrogen theleftoverfrom the Early Hot Universe.In the first second of the cosmic history the temperature wasso high,random thermalmotion was so intensive,that composite nuclei could not survive.〇osmic history
started with H A s i f a shower had poured a1ot of water at the Zero End of the Nuclear Va11ey.But positive
protons repeleach other therefore they cannot merge̲In the gradually cooling Universe gravitationalattraction formed gas c1ouds.The work of gravity heated thesecontracting hydrogen clouds up to severalmillion degrees.At such a high temperature there is a certain chancefor the single charged H nuclei(Z=1)to co11ide,to touch each other and to make He lCZ=2)by nuclear fusion.
The released nuclear energy feeds the starlight.

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In the steliar interior the temperature is originaliy not high enough to make also thefusion of He nuclei(withcharge+2e)possible.But when the Hfue1of the star becomes exhausted,the gravitationalpu11heats the center
to100 mi1lion degree,and thefusion of He begins,three He make C,one more He makes 0,theselife essentia1
elements.Such hot He buming stars are known as red gilants.
When the He content of the star becomes exhausted,the star is very hot and it shines intensively.The energy1oss
is covered by further gravitationalco11apse.T]le centralpart of the star co11apses to nuclear density,a neutro nstar is formed.The outerlayers keep fa11ing in and upon impact they are heated up to bi11ion degree.At such ahigh temperature the co11isions are so energetic,that nuclear droplets start boiling awayAllnuclear reaction
channels open up;the whole Periodic Table becomes populated.Nuclear matter is dispersed a1ong the whole
Nuclear Va1ley.
But this totalnuclearfreedom does notlast1ong.Within minutes the heat of thelayers faliing in produces athermalexplosion:the giant star strips its outerlayers off.Gas she1ls,rich in heavy metals,are ejected to theouter space.Faraway astronomers can register the brilliance of the quickly expanding hot gas sphere assupernova exp1osion. I n the heat of this exp1osion even the heaviest elements ( Z>90)were formed.Such an
explosion occurred in this region of the Galaxy4.6billion years ago.(Its time can be readfrom radioactive
c1ocks:by measuring the ratio of radioactive elements and their decay products in the most ancient meteorites.)-

From the coliision of the ejected dirty supemova materialand the pure intersteliar hydrogen gas the Solar
System has been formed.Thus the Sun is made of thelightest elements,with some meta11ic concentration.Asthew能 的いitationalattraction warmed the Sun above10 mi11ion centigrade,the nuclearfusion H
Sunshine is fed by theliberated binding energy of helium nuclei.(Helios is the Greek name of the Sun.):

The innermost planets were formedfrom dust grains,covered by the ice of H20 and C 02.The sunshine madethese planetlukewarm,thus the volatile H2,He,CH4, N e escaped.The radioactive elements,inheritedfrom thesupemova,melted the Earth in the first halfbi11ion years of her existence.Heavy metals(Fe,Co,Ni)sunk to thecore of the planet.Lighter metallic oxides and silicates made the crust.Asthe radioactivity decreased,the crustsolidified.Volcanism released C 02 and H20 , t o make atmosphere and ocean.The sunshine,produced by Mc learfusion in the Sun,keeps the oceansliquid,warms the atmosphere,drives the winds and rivers,and feedslife by,photosynthesis.Geothermalheat,produced by r adioactive nuc lei inside the Earth,manifests itselfin hot springsand volcanism.These two phenomena, the two f1ows i n t he N uc1lear Vla11ey towardsthe Iron Sea,keep the
Universe changing and they shape the face of our home planet.
Deeply inside the Earth the melted rock materialexpands,becomeslighter,and rises to the surface.Here themagma cools,solidifies,shrinks,becomes heavier and sinks down.This geothermalcirculation drives the plate
tectonic motion:continents co11ide,mountain chains are formed,between the continents oceanic rifts open up.
India hitsAsia at a speed of 4cm/year,producing the Himalayas.Such plate tectonic drifthas made the chain ofislands,which is Japan today.

- 106 --9 9 01J AERI-C onf

The composition of the Sun is changing due to nuclear fusion.Its temperature rises s1owly;itsluminosity
increases b y 5 % p e r b加 ion years.The water wasliquid on Venus3 4bi11ion years ago,and then it evaporated tothe atmosphere.The icy moons of the Jupiter willmelt i n 2 3billion yearsfrom now.Butliquid ocean is present
on the Earth since4billion years,offering timelong enoughfor biologicalevolution.What sort of air
conditioning preserves the steady temperature of our blue green planet?

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The sunshine warms the soii.Thelukewarm soii emits infrared radiation.Terrestrialtemperature depends on thebalance of heat input and output.The actualtemperature depends sensitively on the C 02 concentration of theatmosphere,because C〇2 molecules absorb this infrared radiation.Without the atmospheric C 02 the Earth would
be asfrozen as the Moon is.

C 02 is released b y volcanism and is dissolved in rainwater,to make carbonic acid:C〇2+H20 H 2C 03.
Carbonic acid attacks volcanic silicates and dissolves them into seawater in the form of limestone:
CaSi〇3 + H2C 03 CaC0 3 + H20 + S i 02.The sedimentarylimestone and sand sinks deeper and deeper.Down
thelimestone dissociates due to geothermalheat:CaC03 C a 0 + C 0 2.The C 02 rises into the atmosphere incarbonated springs.The calcium oxide and sand make CaSi03 again,and the molten silicate due to therma1
expansion f1ows to the surface at volcanic eruption.This steady circulation of C 02 is driven by the weatheringof rocks(sunshine)downwards and volcanism(radioactivity)upwards.

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If the climate warms up,e.g.due to increased solarluminosity or to increased C 02 concentration in theatmosphere,the stronger thermalmotion accelerates the chemicalreactions.Faster weathering means extractionof more C 02 from the atmosphere,thinning greenhouse,and1ower temperature.(The speed of the geochemical
reactions in the deep is not influenced by temperature changes outside)Ifthe climate cools,weathering s1ows
down,less C 02 is extracted,and the increasing atmospheric C 02 warms up the atmosphere.This negative
feedback keeps the temperature of the biosphere at constantleve1.0ur specialplanetary air conditioning isdriven by sunshine(nuclear fusion)and geothermalheat(nuclear radioactivity). T h is air conditioning does notwork on Venus(the planet is too hot,it does not have rainwater to make carbonic acid).It does not work on
Mars either(the planet is too sma11,it cannot preserve radioactive heat to drive plate tectonics and volcanism).
0 n the Earth,we are fortunate.The only problem is that the reaction time of the terrestrialair conditioning
offered by Nature is ratherlong,severalthousand years.It cannot offer defense against such a sudden attack
1ike converting a1lfossilfuels into C 02 during the few hundred years of the Ind ustrialRevolution.

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Thermonuclearfusion in the Sun and naturalradioactivity in the Earth are both delayed cooling of supemova
materials.They are naturalphenomena,as the cooling of hot water in the pot andflow of rivers into the ocean.
Well,the phenomena of Nature can becontro11ed and utilized,as the water milldoes with the energy of therainwater running down the va11ey.The efficiency can be enhanced;theleveldifference can be increased byconstructing dam.Why don't we utilize the naturalf1ow of nuclear matter a1ong the Nuclear Va11ey towards theIron Sea?The discovery of nuctear ftssio n made the artificialtransmutation of very heavy uranium into medium heavy nuclei possible in nuclear reactors.A nuclear power plant is a straightforward utilization of a natura1
phenomenon in the same way as the water mi11or windmi1lis. T he advantage of nuclear power plant withrespect to chemicalpower plants is that it does not affect the carbon dioxide greenhouse.

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It is a psychologicalfact,however,that nuclear power was discovered in the20th century,in ourlifetime.
Humans have not got used to it through generation,1ike theyleamed to use firewood or riverf1ow or coa1.It is
now the duty of radiology education,to express in simple terms,what nuclear energy is.In conclusion,1et us
quote JamesLove1ock,the British atmospheric chemist,who has elaborated the Gaia modelof the terrestria1
biosphere,which has become the guiding principle of environmentalists:--

The n aturat energyofU1niverse is nuc1lear energy, this feedsthe starlig
1 ht o n the sky. From t he pointof view of
the D irector ofthe Universe c hemica1 energy, w1lndenergy, an d wa ter mi11 are insig nlfi:cant p henom ena, as acoaifired star wouldbe. A n d if it ls so, if the UlniverselofGlo d is dri,ven by nt c lear p ower even today, then w hy
d o people de monstrate against making e1el ctricityout ofnuclear
1
p ower?

For those teachers,wholike fomulas:The volume of the sphericalnucleus is proportionalto the number A of its
constituents,thus its radius is R=Roli113 ( Ro=1.2・10- 15m).The binding energycontains the main(negative)term
proportionalto A.The binding is decreased by the(positive)surface energy proportionalto4,i5 R2 and by the
Coulomb energy 0.6(Ze)2/46 oR.Due to the Pauli principle,a positive rl2 term appears in EfA (binding energy peraJAERI-Conf-

99 011l om zero.These altogether give the fol1owing
particle)if the relative neutron excess n =( N・一Z)1A is differentf:
fomula:- aa-E(A,Z)1A= aB十 gA-1/3十 cZ2?的 十i: ip? 2Z) 21l14 2.
This is the equation for the Nuclear Va11ey,the positive tems describe the Yukawa slope(decreasing withincreasing A),the Cou1omb s1ope(rising with iricreasingZ)and the Pauli s1opes(rising with increasing n2).
Comparison with the measured binding energiesgives: aB=2.52pJ, as=2.85pJ c=0.11pJ, ap=3.80pJ.For afixed
A particle number, E is a quadraticfunction of Z,itsminimum Zm1n}=0.5 A/(1+0.0075,A2 li)gives the mostfavorable protoncontent of the nucleus.

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99 01 i2 . 2 NUCLEAR PHYSICS TEACHINGFOR JAPANESE TEACHERS FROM A HUNGARIANPHYSICS TEACHER
withLove and Respect
T6th Eszter

Lauder SchoolandRADLauder Laboratory,
Budakeszi48,Budapest,Hungary H 1121-

ABSTRACT
I intend to give belief to science teachersliving in an efficient society whereentrance examinations and evening schools, making money and art ofadvertisement seems to be the emperor of the children's mind.If a nation does notwant to i mport creative people from abroad,it willchange the education any way.
The changes should come from genuine teachers who work on the field,who
meet the young people day by day.Nuclearliteracy is onl y an example to show
how we can catch the attention of the open minded young people.The teachers
who1ove their students willfindfurther possibilities.

1. LECTURESANDREADINGAt about1980 the Hungarian physics teachers noticed that their students are
not so interested in physicslessons as before.Ifthe students were in a good termwith their physics teachers they questioned them about semi conductors or superconductors,about molecular biology or nuclear power in break time.And theirquestions were on how these work,how they can be used and not about the namesof old and wise physicists havinglived at the beginning of this centur y.That timethe Hungarian Academy of Sciences initiated a movement to create a new sciencecurriculum for schools.Then new schoolbooks were bom.And new teaching
methods begun to form.
〇ne of the new chapters is nuclear physics.(The Japanese version of the
Nuclear Physics text book was published by the Maruzen Co.,Ltd.,Tokyo in
1998December in the exce11ent translation of Jumpei Ryuand Tae R yu.)In thisbook nuclear physics is based on the binding energy of nuclei,or better: on thechanges of energyof nucleil. I n this structure nuclear physics consists of threemain parts in the text book:
1.Experimentaldiscovery of nuclei and neutron(Rutherford's,Chadwick's andother experiments,shown by computer simulation)
2.Droplet modelfor heavy nuclei(mapping the energy va11ey in the p1ot ofenergy per nucleon versus the number of neutrons and the number of protons)
3.Applications of the droplet model(radioactivity as"cooling"of nuclei,
fusion,fission;naturaland artificialradiation,health effects,reactors,power
plants,bombs)

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In Hungary this book is used in thelast yearof the high schoolwhich means
about t h e 2 5 % o f the whole population.According to thelast nationalcurriculum(1996)a very simple version of nuclearphysics and radiation protection have to
be introduced to the whole population in themiddle schoolbefore the age16.

Proble ms (in italics, a possible solution in roman characters):
A go o d percen tage of t he otder high school 1tleachers,an d a11the middle schoo1
teac hers m issed the nuclear chapter of p hysilcs tn thetr ed ucation. I n thelast10
15years many of the physics teachers went to voluntary postgraduate teacher
training in nuclear physics courses because of the pressure of their students.
A t the entrance examinations there are n o q uestions a bo ut nuctear physlcs. In
Hungary there are a few physics competitions where the first10 students are
accepted in universities without entrance exams.In thelast year the Leo Szilard
Competition on radiology was accepted also as one of these competitions.
N uclear p hysilcs i n the 11as1tl year of the hig h school was 1l1o o lal:e, the students
ar rive with many ugly misconcepts a bout radioactivity learnt from newspapers
a n d te11e ,ision.This is why the newest nationalcurriculum brings nuclear physics
earlier:to the ageless than16 years old and for the whole population.

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2. SIMULATI〇NAND EXPERIMENT
Nuclei don't age:their decay occurs as randomly as traffic accidents.Let ask
the students of the whole class to stand up,then to throw a 1 0 Y coin every time
when you clap!Those whose coin fallwith the value facing upwards have to sit
down.Let count the students standing after each clap!With this simple game you
simulate the randomness of radioactive decays,in order to introduce the idea ofhalflife time.
The computer offers many other possibilities for simulations,and not only for
halflife time but for the Rutherford's and the Chadwick's experiment,for the
nuclear chain reactions,reactor or power plant simulations as computer games.
These simulations can help to understand the non visible phenomena,theexperiments with expensive equipment.
But to understand something in a deep way means not only to be able to fo11ow
thelogicalsteps of a proof leading to a conclusion.If you introduce everything
via computers then your students wi11forget about the realworld,nuclearphysics
may become a "virtualreality"(where everybody has atleast threelives).In
science one can understand something if one has one's own experiences.The
teacher needs to offer experiments(not only computer simulation or video)for
their students in the classroom.Here there are a few of the classroom experiments
what is used in Hungary:
137Cs is an artificialelement on Earth,bom in nuclear fission.It has a halflifeof 30 years,and byβdecay it becomes 137Ba.The 137Ba is bom usua11y in excitedstate,so it has to make aγdecay,with a halflife time of 2.5minutes.The Cs and-110 --J A E R I Conf

99-01 iBa can be separated by chemicalsolution.Many years ago East Germany
produced a so called "schoolisotope generator": a porous ceramic pi11absorbed
137Cs on its inner surface was taken into a syringe.Thus the chemicalsolvent wasable to wash out the Ba from the pilleasily.The radioactivity of the solution
containing 137Ba can be measured by the simplest Geiger counter.Because of theshort halflife time,this experiment fits tolesson time.
From educationalpoint of view it is important to show the students thatradioactivity is a naturalphenomenon.Putting sixlayers of ordinary medica1
gauze at the end of the tube of a vacuum cleaner one can co11ect the very sma11
dust particles and sma1lwater droplets from the air in about30minutes.If there
are any radioactive ions in the air they wi11stick to the dust.In this way,again
with the simplest type of a Geigercounter,one can show the radioactivity of air
in the schoo1..
Even more simpler way to collect the radioactive ions from the air is by using
a balloon.Blow a big balloon,rub it with hair to make it negatively charged,andhang the ba11oon not too far from the floor.(For better result use the groundleve1of the house.)Measure the clicks per minute by a Geiger counter before you blow
up the bal1oon,this wi11be the background radiation.About a half an hour isenough to wait for the co1lection of radioactive ions from the air.Thenlet the airout of the balloon,and measure the clic],ts per minute again on the originalsized
surface of the balloon. (The surface waslarge when it co1lected the ions.Now,onthe smaller surface there is higher density of radioactive materia1.)
In thelasttwo cases one can also make a neasurement and not only anobservation of the presence of naturalradioactivity.The radioactive ions in the
airare coming from the decay of radon,the radioactive inert gas.Radon is
everywhere on the Earth.After the decay of radon(222Rn)radioactive po1onium(218Po),then radioactivelead(214Pb),then radioactive bismuth(214Bi),etc.arecoming.Thelead and the bismuth makesβand 'y decays.This is w hy the simplest
Geiger counter is able to detect them.The halflife of the radioactivity of the
dusty medicalgauze or that of the bal1oon is about40 minutes.(This comes fromthe20 minutes halflife of the 214Pb and the27minutes halflife of the 214Bi.)'

Pro b le ms.・
Som e teachers who were a mazed by the computer p ossibilities lllr ied toeverything″by computer co des. The only solution is to WAIT!Wait
zn troduce ″ti11the teacher realizes again that scienceis interesting because it can notleaveaway the realworld.Most Hungarian teachers have already been cured from thedisease of virtualreality.
East Germany d oes not exis11l any more ll1o crea te such aninexpensilve schoo,1l
il lsotope generat1 1or (160 USDollar that time1). Thus only those schools are happy touse it w h ich b ollight this 137Cs so urce before 1985(the half l ife
t of 137Cs is 30
years). Bllit other schoo,1s
l are poor to buy the expensi1 lve A merican or Japaneseversion of the same isotope generator. The radon is present everywhere,
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99 01 icoliecting the daughter elements by vacuum cleaner or charged ba11oon can solve
this problem.
In t he earty 8 0 il les t he S oviet Army was sti11present inHungary. I t was easy tob uy from the sotdiers (1o n the ver y b la ck m ar ket) m itaryGeiger tubes Bri1 lg ht
young boys built up the electro n ics foi r these tubes creating very good Geiger
col Mters. B ull 1 the So iettroops w en,l1 out from Hungary …These days some
Ukrainian people bring relativel y cheap Geiger counters from the Chemobyl
region,se11ing them on the(not so)black market.In Japan the Geiger counter is
not a problem,you canlend it from the State,each student could use them in theschoolor even at home.

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3. EXPERIENCE A S EARLY A S POSSIBLE
M e n you teach your son to count,you use his fingers:"one,two,three, "You use his fingers although you do not explain at first to him that fingers are
consisted of living cells,in those ce11s thereare water molecules and DNA,andproteins…You use these fingers because they are at hand.When you teach yourson to count,you do not stop at2and3and5explaining that they are primary
numbers,even the concept of odd and even number is cominglater when he isable to count routinely.The students know alot of things about numbers before
they leam number theory.We should not forget this practice when we want tomake our pupils and students to be familiar with radioactivity.
With the help of a Geigercounter ever y pupilat the ages10 to14can map theradioactivity in his or her environment.Where the Geiger counter is clicking
faster,there is more radioactivity.They can observe the radiation of fumiture,theswimming pool,the wa11of the schoo1,the s o i l i n the garden, flowers,
mushrooms or even their own bod y.If they find a granite wallthey become
excited and happy.(See also the experiments in the Fourth Elementary Schoolin
Nerima ku,Tokyo).
In Hungary allthe researchers thought there was no radon in homes at an
unhealthy highleveldue to the geo1ogy of Hungary.Then in1992it tumed out
surprisingly that there was a sma11vi1lage in North Hungary where because of
specialgeo1ogicalreasons the indoor radonlevels were high.The Hungarian
SchoolNetwork of Radon Survey started in that year.In that nice village,
Mitraderecske,people did not understand why the white co1lar researchers wereentering their homes and murmured not understandable words;the1ocalpeople
questioned them whether they were in danger or not,but it was in vain:there wasno answer.Newspapers cried about the hellof radioactive homes in their vi11age,
about catastrophic situation but at the same time people did not sense anything
specialin their homes.Then I arrived to the vi11age together with my students.
We went to the village schooland we played together with thelocalstudents tomake them experienced with Geiger counters.We talked about radioactivity,and
about its health effect.The elementary schoolpupils becameliterate in radiation
protection.They went home and they explained their parents what happened in・-1i2 -high.

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99-011the school.They asked their parents,grandparents,and other relatives,whether
they could bring home smalldetectors(CR39)to know how high was the radonlevelin their bed rooms.In this way we were able to measure the radon in allthe
homes of the village.When the results came,together again with thelocalpupils
we gave the results to the house owners. The pu pils had to explain what was themeaning of 500 B(l/m3,they had to speakabout the meaning of yearl y average,
about the possible health effects.In the homes where the radonlevelwas higher
then800 Bq/m3,with the students we found out very cheap and effective mitiga
tion methods after having consulted with the house owners.
In Miitraderecske our schoollaboratory(namedRADLauder Lab)hadleamt:
1.To make measurement at home(not only in physicslab)is a huge attraction for
pupils.
2.It has became naturalfor pupils:radioactivity is everywhere,even in their bed
rooms.
3.It is very important tolet the house owners know the results in their home,with
explanation at a menta1levelwhat they can fo11ow.
4 . T h e students were excited toleam as much as possible about the topics
because they wanted to be wellinformed in front of their parents and relatives.
5 . T h e pupils had toleamalso how to communicate with people at different
literacylevels and different attitudes towards the radioactivity.
6.We alsoleamt in Matraderecske how to reduce the radonlevelwhere it is too

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After the firsttwo years of theselessons in Matraderecske we have invited anyother villages to take part in the radon survey.Up to now theRADLauder Lab
in co operation with thelocalphysics teachers and pupils measured the radonlevelin more than15000 homes in Hungarian vi1lages.This means also thatabout15000 Hungarian pupilsleamt about naturalradioactivity in the above
mentioned direct way together with their parents.(Hungary is a sma1lcountry,10
million inhabitants,so15000 pupils are many.)--

Pro b lems.・
Money for the de1llec1l1ors. I f you want to make similar radon measurement inJapan one(only one!)detector costs(together with the evaluation done in USA)
60 U S $ . I n Hungary it is much cheaper.I buy the CR39track detectors from
UnitedKingdom for 0.5US$each.We use a very simple box(0.07US$)for
container.We haveleamt how to etch the detectors.My old students built up a
tracks counter machine.They also wrote an exce11ent image analyzing programfor I B M P C . 0 n e result costsless thanlUS$,including mailing,but notincluding the work made by the teachers and many pupils of theRADLauder
Lab without any extra payment.To take partin the survey would costs about2
300 US$for each schoo1,but up to now I were able to create money by finding
sponsors,so to take part in the survey is free for any Hungarian schoo1.

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99-01 iOne could thinkthat this is o n ly ch iid ish work,but in each year we take partat
the IntemationalIntercomparision of Radon Measurement organized by the
NationalRadiation Protection Board,England,and our data tum out to be good.
The students and pupilsare genera1ly much much reliable than the adults…

4. RESEARCH〇 te ca n n ot m ake ftre if one does nol1 1 bear the temperature of fire. ″If ateacher has never felt the sme11of scientific research atleast on a sma11scale,he/she would not be able to educate for scientific thinking.
M e n a vi11age schoolgets the results of the radonlevels of homes,the teacher
and the pupils try to explain themselves the differences.Why there is higher
radonlevelin one room than in the neighboring room?Why was the resultlarger
in Autumn than in Spring?Last year Winter the radonlevelwaslower than thisyear,WHY?And so on,there are many more questions for discovery because theindoor radonleveldepends on many parameters:geo1ogy,house structure,
meteorology,the way of living,etc.Discussing these questions even only in the
short breaks a good teacher can teach deeper scientific thinking than during theofficiallessons by s1opes and pu11eys,AC and DC.For pupils and students theunknown is the realchallenge.Taking part in the radon survey they feelthat there
are no written answers to choose one of them,but they are themselves who haveto make hypothesis what should be checked by their own experiments.
In thelast seven years theRADLauder Lab measured the radonlevelin many
homes,enough to ask the question whether there is any health effect of highradonlevel We co11ected the cancer cases with the help of thelocaldoctors,andidentified the bed rooms of the patients15 20 years before the cancer tumed up.
In the case of women(younger than60 years,no smokers)we can state with aprobability notless than98%that between100 Bq/m3 and170 Bq/m3 the cancer
incidence isless than atlower or at higher radon activity concentrations.(For
your orientation:the Japanese radon average in homes is o n l y 3 9 B q/m3! ) I t
means that a few times higher radioactivity from indoor radon than the average
would resultlower cancer risk!This was published in the medica1 joumal
Patho1ogy 〇ncology Research,London(the editors did not say it would be achildish work).
From time to time in human history teachers should think it over whether what
they teach is important for the next generation or it is not.0ne thing is sure:ifthestudents hate to take part in physicslessons then thoselessons are not worth at
al1.Asteachers we have to respect the way of thinking of our students,because
they willcreate the future.When the students refuse our pedagogicaltricks which
we wish them tolead the conclusions what was discovered many years ago byscientists,and when the students say that the evening schools are better than our
moming schools because those te1lthem The GoodAnswer for the entrance
examinations,I am afraid,they are right.They want to survivethe entrance
exams!If you are not able to fight against those creativity ki11er exams,you

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99 - 0 1 lshould find something else which is more interesting for your students.Asa
physicsteacher I think the reality is the most interesting for my students.The
Hungarian experience in the SchoolNetwork of Radon Survey shows us a way
how to activate again the curiosity and the responsibility in our students.

Pro b le ms.・
T here are many proble ms left! But these are interesting cha11enges.And thelove for your students may help you everytime to solve these problems.

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99 0 1 l

2 . 3 PRESENT STATUS 〇FRADIATI〇N EDUCATI〇N IN BANGLADESH

Dr.Md.Sana U11ah
Atomic Energy Centre, Dhaka,Bangladesh

ABST RACT
hdoisotopes and Radiationare being widelyused inthe fieldsofagriculture,
medicine,industry :forthebenefit of peoplethroughoutthe world.Atthe sametimethe
use ofradiationsources can do harmtomanand environment.Iln order to ensurethesafietyagainst radiation ha7ardsand safe use of radiation,pi・opereducation,traininら
bowiedge and awarenessareessential.llke other countriesBmgladesh is trying toacMwe economic developmentthroughapplication of isotopesand radiation teclmology
in agic1ulture,food,industry,power,healthor medicine.Basic education about radiation
is incorpomted i n the schoolcuf iculum.Courses on radiation are atso grvenin co1lege
anduniversity education.Research organizations, universities cany outresearch alldde ,,elopment wof ks on ffferentdisoiplines usingradiation and radioisotopes Seminarf,
worlkshops,conferences,trai㎡ngs on isotopes and ;radiation arealso being of ganizedL ln
1993G(Jvemment of Banlgladesh passedthe Nuclear Saf el tyandRadiation ControlAct
l993for safe use of radiation.Thepf esent paper willcolvef the fadiation education,
research & deve1opment works on tadiation,applicalions of ;tadiation i n a gricultuie,
medicine and industry,personalsafetyand radiationprotectionagainst radiation haard
and :rules&regulations of the nuclearsaf el tyand radiation controlact practisedin
Bangiadesh.

、-i. l N TR〇DUCTI〇 N、

Basic Radia,tion Educationisstarted in high schoolle fel.Then more detaileli
tadiation education is given in college a n d universitylevels Thecoullse cuf rictl!
l imcontains the topicsliketypes,naturesand sources of !adia tiorl, itsproperlies andchafactef istics,itsuses and benefits, :its llangers andsaf el ty.Ulnivetsities and researcho f ganiaations carryout research and development works for peacefuluses of atomic
enetgy i n t h e fieldsof agliculture, medicine and industly f ol r socio economic
lNety
development ofthe co山 山y.Personalsafety and radialion protection is effiec:
ensuted through the practice of NuclearSaf el tyandRadiation ControlAct now iri force
inthe country.Regl」hrlyorgani 7edseminars, symposium,w(1fkshops,comferences andtf ainingcourses help togrvepropereducation ;forthe radiation workers toprotectman
and environme:ntagainstthedanger ofioilizing radiation.The present paperwi1lhighligt●ttil,e radiatio1h education in Bangladesh.

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2. RAl)IA'i'I〇N E DtJCATI〇NINEDUCATI〇N INST「「UTES
2.l Edlicationalcuniculum conceming 的diation in HighSchools
lte school由dents spend tenyears tohave SecondaySchoolCer価cate(SSC).
ln thelasttwo yeats oftheirhigh schooleducation in science groupthey aretaugilt very
basic radiation education e.g.,X rays,production of X rays,usesandproperties of X
rays,radioactivity, :nature ofradioacti 1le rays,charactef istics ofradioaclivit1y,prope rtiesof
alpha,beta andgamma f ays,halflif el of radioactive elements,units of radioactivity,

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99 - 011

J A E R I Conf-b g e r of radioactivity,nuclearenergy,meritsand demef itsof nuclearenergy.Students
do nothaveany practica1 demonstf ation tohandlethe mdioactive sources and X rays at
thislevel.
2.2. Educational c1miculum conceming radiation in Colleges
After successfi1lcompletion of S S C e n minationthe stlidents get admitted intwo
year,seducation inthe collegelevel to have HigherSecondary Cef tificates ( HSC). The
coutse curriculum ofthe radiation education in science groupcovers cathoderays andits properties,X rays,production of X rays, its properties and,di価efent usesinthe
laboiratory,medicine,indmり,commerce, agnculture,detectiv1e departments,kindsofXrays, unit o f X tays,radioacti:lllity,characteristics ofradioactivity,radioactive rays alpha,t eta and gamma l 可s,properties of radioactive r可s,kindsofradioactivity naturalradioacti,vity anda ttificial ra,dioacti:vity,unitsof taldioactivity, radioactive decay laws,
1halflife,meanlife o r average lilfe,uses of mdioactivity medicine,agriculture,industry,someimportantterms Ilsotopes,isobars,isotones, f adioisotopes,tlses ofradioisotopes,
cosmic r可1s,propetties andkinds of cosmic rays,atomic models,structM・es of atoms andnucleus, No practica1 demonstration is conducted atthislevelalso.

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2.3Education cufriculum conceming radiation in Ulniversity
The genef aluniversities pr,o,vide four years of study
three years inundergraduate lev1ei( Honours)and one year in post gf aduate level(M.Sc.)inthe science
1iaculty.Thetechnicalunivelisities/insftutesalso offerfour years of studytohave B.Sc.
(En座.) degree but inedica1 co11egeshav,e f i , e years of stu iy to ha:veMBBS degree.The
course cutriculum oftechnicaluniversities andinstitutes does not contait1 much aboutthef adiation education. Some basic knowledge about radiation is given.Radiology is taught
in the medical colleges for awardingdegl1・ee of MBBS in radiology.But in genera1
universities a broad range of radiation educationistaugtlt both in undergfaduateand
post gaduatelevels in the Facultyof P;hysical Sciences. Majortopics in the course
cutricutlm areasiollows:

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Atomic physics: quantum nature of radiation,photoelectric ef fiects, compton effiects,
eiectrondif6ractio!1,Ruthef ford scattering,electron spin,production of X rays , X ray
scattering.

:

Nuclear physics: tlasicproperti,es of nuclei, radioaclivity,alpha emission, gam maradiation, betadeca1y,intenction of radiation withmatter,nuclear models,nuclear
reaclions,nuclearreaetors,nuclearfissions,nuclearfusions,accelertors-№dio1ogical physics:unitsand measurements,biological effectsof ioni7ing ra(tiations,extemaland intemal eff el cts,low levelradiation ef Rects,radiationprotectionguide andshieldin& radiatio:n detection.

Medica1 physics:-

Imaging techniquegamma camera, CAT scannef,
radiotheral1ly,radiationprotection,radiation dosimetry.

Nuclearand:basic conceptsof nuclearand n diochemistryand radiation
chemistry,the atomic nucleus and itsproperties, f adioaclivityand radioactiv,e decay

etc.

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99 - 01 i

laws,nuclearreactions andfission, interaction of radiation withmatterand detection of:nucleartadiation,nuclearreactors,cyclotron, Vali ,deGraaffaccelerators,production

anduses ofradioisotopes,nuclear,nuclearrelated and radiochemica1 methodsof analysis
andtheir application,nuclear powerand saliety.

Students at university levelcanyout p的cticai expefimentsand reseallch workson
some selected topics of radiation.Afterawaf ding M.Sc.degrees,students mayget
admitted to M.Philand Ph.D.degrees inlocaluniversities.Coursesin HealthPllysics,
Medical Physics andRadiation Protection coverthe fo1lowing topics:

Nuelearphysics,nuclearreactors,nuclear models,physics of radiolclgy,healtil physics,
radiation uophysics,physics ofradiotheraply,medicalp;hysics,reactor physics,radia tion
protection.
Uln[versities in close collaborationwiththe research organi2atiotls cany outalsoreseal1eh

works on inedical physics,nuclearphysics, reactor physics and otherrelated subjects forhighetstudiesleadingto M.Phil and Ph.D.

Radiation education backgroundfrom High Schoolto llnivef s的,levelshasso far
been described.Nowthe tesearch and deve1opment works and appllcations of radiation
technology andradioisotopes canied out indifllei rent research organizations are described

below:

3. RESEARC直& tlEVEL〇PMENT WORKSANDAPPLICATI〇N S
3. l Bangladesh Atomic Energy Commission

Since itsfonnaaon,Bangladesh Atomic Enel1gy Commission (BAEC) is playing apioneering :tole inthe country's nuclearresearch programme.BAEC hasundertaken-

reseaf chand developmentprogramme in the peacefiii ilse of atomicenergy in itsvarious
est:1iblishments to develop indigenousexpertise andthus achievethe chef ished goal o f
self rejliancethrough nationa1 ef fiortsand intem ationalcooperation.llsprimaryobjectiv1es

a・e:

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Promotion of peacefi!luses of atomic energyinagriculture,medicine andindustry;
Dlivelopmcnt ofrehtedtechnolclgy like electronics,eomputer,materialsscience,-

Plannin&lmplementation and 〇peration ofnuclearpower ptants.
Services i n t h e stef iliza!ion of medica1 products,foodpreservation, nondestruclivetestingl elemental analysis,hydrology,etc.

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3.l.l ]1ts tnajor t■uclearf 1acilities are:3 ]1viWTRIGA M A R K I l Research Reactor
3MeV Van deGf aaffAccelerator
l4MeV Neutron Generator
50,000 CuriesCooO GammaSource

1i8 --J A E R I Conf

99-0l i3.l.2 M ajor areas of activines in nuclearfield--

3.1.2.lPhysicalSciences.AnalylicalmethodssuchasProton Ilnduced X ray Emission(PIXE),
Ptoton Ilnduced Gamma Emission: ( P I G E ) , X ray Fluorescence(XRF),
Neutron ActMationAnalysis(NAA), Atomic Absorption Spectrometry,
GasChromatogtaphy,Polarographic techniques have been developed.
Some ofthese methodsare being used inanalytical services and research.
Trace elementanalysis of various samples including water,ail:,human
hair,nail,bo的tissues& fluids,pulses,tobacco,food staflis isalso
carried out.
Radiationvulcani7ation of naturai rublber latex
Nucleonic ControlSystemforpapef,steelindustries
Non Destrucllive Testing ( X ray radiography, gamma radioe,raphy,
neutron radiogaph),necessaryservices arerendered tothe indtlstries.
lsotopesinindustry and hydrology
Application of tracer technique hasbeenmade in studying diflllerent
probiems inhydrologylike aquifercondition related to exploration ofground watef,sand and silt movement etc.
Tracertechniques arealso being usedfor calibration o f f l o w rate
meastlrement, distillation columnscanning at Petrochemical IlnduLstries,
RTD measurement i n d 面 ef ent industrieslikefef tilizef,cement, paper,
chemicaletc,measurement oflevels and interfacesindifferent vessels.

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3.l.2.2Biologica1 Sciences
Agrochemicalresearch.

Wca 的ontoryinf rastmcture based on nuciear and related conventiona1-

instnmental techniqueshas lbeen developed andproudesnecessaryanalyticai
servicesforanalysis ofpesticide residue in food and en:vironmentalsamples.
Foodpres田ation and medicalproductsterilization.
BAEC hasmadelaudable achievement i n tlsing nuclear radiation for foodpresll:ltvation,pest controland medicalproduct steiilization.Experiments atealso
tleingcarried out for geneticimpro,,v,ement ofmicrobesand higllerplantsthat areof economicimportance. B A E C and BEXIMC〇 jointiy installed a Gammatech commercialplantinl993with1,30,000 Curies Coal Gamma Source.
TissueBanking:? ?Hon stef llization oftissue graftsfor use in reh:albiiailtaltilve,surgary.
NuclearMedicine
BAEC is rendering vahlable services tothe country's populationthrough its
nuclear inedicine centres.Thereare at presentl4Nuclear Medicine Centres
situatedall ,ov1erthe country.Radioisotopes are used ior diagnosis and curative
purposes. T h e inves1igations include diagnostics and treatment ofthyroid gland
無 e西es,scanning of bf ain,livef,kidney,bone etc.,identification of (llseases ofliv,er and skindue tomalnutrition andlocali:ation o f lnmour in various partsof
的e body.Withthe establishment of 3MW TRIGAMARK I I research reactor,
some radioisotopeslike technetium 99m,iodine l3l,fluorine l 8 a r e ptoduced

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99 - 0 1 l

and are used inthe nuclear medicine centres.Some essentialradioisotopesare
importedfromabroad.
3 . 2 B al・lgladeshlnstitute ofNuclearAgiculture

Bettermutant varietiesof rice, jute,p1ulsesand some other crops have been
evolved lisingnuclearradiation atthe Bangladesh11nstitute of NuclearAgiculture(BINA). 〇ptimumuse of diffef ent fsrtilizers i n different types of soil and radiation
stef ilization ofinsectshave1 been studied.BINAisthe onlyorgani7ation wtfch is doing
research works onag【icultureusingnucleartechniques.

4. N U C L E A R SAii'E T Y M 田

llT I〇N C 〇N T R〇L

NuclearSafetyand Radiation Contro1(NSRC)Act1993 waspassedbythe
Govemment ofBangladesh.Bangladesh Atomic EnargyCommissionhasbeen entrusted
and empoweredforimplementation and enforcement ofthe Act The NSRCDivision of
BAEChasbeen empoweredwiththe fo1lowing duties and responsibilities:

Deve, lopment and strengthenin g o f necessaryNuclearSafety and-b能llon Control ]1nfrastructure inthe countrythrough the successf iil
mplementation and enforcement ofNuclearSaflityand Radiation Contro1
Act, l993.
P M 5 ;motivation,coordination,direction and controlofa11R&D androutine activifespertaining to HealthPhysics and Radia tion Protectiorl itl
出e countryin order to sa:ve life,health,pf opertyand el Mronmentftom
由e tmduerisks and deleterious eff el ctsofioni:lingra ation.
Preparation/adoption of necessaryrulesfregulations,standards&,codes,
的des etc.ofvalious practices invo1ll,1ingnuclearand radiation technology
inthe country.
Ad:,l1isoryand coordination activities and identif vingtheproblems relating
to nuclearsaf el tyand radiation controlparticuiarly in BAEC andalso inothetestablishments/of ganizations i n the country.
Supervision of overa11acli 1ities of various HealthPhysicsLaboratories of
BAEC inchtdingRadioactivityTesting LaboratoryatChittagong.
Issuance ofNOC/Pemitsforimport of radioactrve sources/1materialsin
出e cotmtry.
LiaisonwiththeMinistryof Science and Technology as we11asdiff el rent
nationaland intemationalbodiesl onthe mattersof nuclearsafetyand
tadiation contro1.
Research and development actiuties aiming at strengthening nuclear
saf el Wand radiation controlactivities including safe radioactive waste
management.
〇rgani2ing/conducting training courses and seminars ondifferentaspectsof miclearsafietyand radiation control.

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Nuciear Safietyand Radiation ControlRegulations and Rules have alreadybeen
prepared and passed lbythe GovemmLent and are beingpractised inthe country. inaddition to N S R C I:1i:visionthere arethree backup laboratories in BAEC.These a r e ( a )直ealthPhysics and Radiation MonitoringLaboratory,(b)Radiation Controland Waste

120 --J A E R I Conf

99-011︶ ︶︶︶jManagementLabof atof y,(c)Radiation TestingLabof atory. A salient fieatuf es of theactivitiesare summari:zed below:
For peacefiIlapplication of ionizing radiation in industry,medicine andresearch,the N S R C l )ivision isbeingissued N〇Cfpefmit for import ofradiation sourcesand materialstod置lierent industries&organizations.
ル 出aonprotection servicesarebeingoffered.
underthe genera1 supervision and gluidance of NSR:C I)il1ision
radioactivitylevelofimported and1oca11yprodliced(for exports)milk,
milkpowder and other food materialsare beingtestedatdifferent
ialboratories of BAEC to determinethemaximum acceptlllbl e lMl o ftadioactivityasperGovemmentdirections.
Regul ation supervision o f the safelly and radiation protec tionaetivities of
the TlllGAMARK I I Research Reactor.
In collaborationwithNSRCI)il1ision, the Secondary Standard Dosintetry
L1aboratory (SSDL) and Health Physics & b由 直on Monitoring
Labom to r y o f BAEC standardize and calibrate f adiation measuring
eqtlipmentfinst m ment and X ray machines of different Govemment andprivate hospitalsand clinics inthe countryanda1lsomake inventories ofradioactivle materials and X ray machines.
l n addition tothe above aclivitiesthisI:1i:visionalso reviews and examines
the tadiation protection prog a mme,area and environmentalmonitoring
activities, emergency preparedness plan and suggests certain
recommendalions tothe concemedauthof i ly.
The N S R C D ivision organizes training courses on Nuclear Safetyand
Radiation Protection to make awareness amongthe radiation workers andpublic for safe use ofthe radiation sources.
Measurement ofradioactivity in environmentalsamples.
PersonnelRadiation M onitoring servicesinthe country.
Radiation Surveyand Dosimetryin Hospital.
b c置on services for radiation protection.
ル電ement and disposalofradioactive waste.
Ca )ration of deeptherapy andteletherapy units.
商M C A PefsonnelDosimetryIlntercomparison.
Education
BAEC conducts and offerslectures and demonstrations in Radiological
Physics andRadiation Protection in Part I Post graduate Medica1 courses
for DMRD,DMRT of Me(llcalColleges and FCPS(Radiology) a n d
FCPS(Riadiotherapy)ofBangladesh College o f Physicians and Surgeons(FCPS).Post graduate studentsof universities cany outtheirresearchworksleadingto M.Philand Ph.D on HealthPhysics,Medical Pliysics
andRadiation Protection.
「

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5. INTERNATI〇NALC〇LLAB〇RATI〇N
Bangladesh hasactive collaboration m出

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J A E R I Conf

99 - 01 i:ii

W PaM M C A Regional Project ontheuse ofIsotopesand Radiation
to Strengthen Technology and Support Environmentally Sustainable
Development.
IAEA TechnicalCooperation Project.

underthesetwo intemationalcollaborations,Bangladesh receives equipment experts
and trainings.
6.C〇NCLUSI〇N

Throughproper radiation education and training and regulady organizedsemi nars,conf el i・ences people are becoming more awared aboutthe benefitsof tadiali o1rl
and itsuses inagriculture, :medicine and industryfor socio economic development ofthecountry.People specially the radiaaon workefs are verymuch carefi1land conscious
aboutthe safe handling anduse of radiation sourcesto protect man andenv置・onment
NuclearSaf el tyandRadiation Controlauthorityisenf ol rcingthe rules&regulations in
the countryeffiectivelyand efliciently.

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REFERENCES

l)
2)
3)

4)
5)

6)
7)
8)
9)

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SecondaryPhysics,NationalEducation and Textbook Board,Dha1l,ca.
Higher SecondaryPhysics,M.Ishaque,M.N.Talukdar,ldeal Library,Dhaka.
Sylt:lbuses of Department of Physics for ]1ntegrated B.Sc. (Hons)and M.Sc.
Courses,The universityofDhaka,Dhaka.
Syllaim ses o f t h e Department of Chemistry :for Ilntegrated B.Sc.Honours
Course,the UlniversityofDhaka,Dhaka.
Syllabuses ofDepartrnent o f P l1lysics for M.Phi1 and Plh.D.courses,Bangladesh
UniversityofEngineering &Technology,Dhaka.
Annuai Report, l995 l996,Bangladesh Atomic Enetgy Commission,Dhaka.
ProgressReport, 1990 l993,AtomicEnergy Centre,Dhaka.
TechnicalRepo◆l993,Atomic EnergyResearchEstablishment, Savar,Dhaka.
AnrulalReport, l996 1997, Bangladesh lnstitute of Nuclear Agiculture,
M mM.

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99 - 011

2 . 4 M I A T I 〇 N EDUCATI〇N I N INDIA:CURRENT STATUS

v.u . ueagaon K ar and D.A.Bhagwat
Department of Chemistry,Universityof Pune,411007,India

Like others,Indians too have fearof nuclearradiation,probably because of weakersystems ofproper radiation education tothe sizable illiterates.Even in urbanareas,laboratoriesare i1lequipped and radioactivity wise practically non functiona1.0nly
through textbooks,some conceptsare introduced andthe media and Intemetare yetalmost
non influential.Some nationalinstitutes(DAELabs.)and a few universities including ours
are involved in research and teaching.Nationalassociations(INS,IANCAS)voluntarily
organize workshops,symposia,practicals for the teachers/students and infor mative
speeches for al1.Sy11abus emphasizing experiments forthe age group14 17years is
proposed and implementation methodo1ogy is discussed.

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OSl

The pioneering ef lforts by Jamshedji Tata for promoting science and technology
education in India resulted in establishing the Institute of Science,Banga1ore.Dr.Homi J.
Bhabha,a student of this Institute,leadthe foundation stone ofTata Institute ofFundamentalResearch(TIFR)and then the Atomic Energy Establishment(1948).It was
Bhabha's vision and inspiration that put India on the nuclear energy map andlead her
towards peacefuluses ofnuclearenergy;since India possesslimited amount offossilfuels
and irregularhydropower sources,promoting nuclearenergy programs as an altemative
had been a must.The we11 planned foundation and systematic growth ofnuclear
technology became a trendsetter for many high technologies in India.
In order to achieve quicker technologicalprogress afterthe independence(1947)
certain importantareas were emphasized,nucleartechno1ogyobviously remaining onpriority.The nuclear power corporation is now in a position to plan setting up17more
plants by the year2020 to raisethe totalinstalled capacityto20,000 MW.This has placed
considerable demands on advanced materialtechnologies and the spin off from nuclear
achievements could form the basis ofthe emergence ofcertain m可or industries. T o support
this,the DAE Training Division wi11have to expand its program sti11further producing
skilled specialists.Concurrently,in order to sustainthe impact oftechno1ogicalgrowth inIndia,radiation education system hastotake firm roots in the entire nation.Besides
nuclearenergy,India has made significant growth in the radioisotope production.
Diagnostic andtherapeutic facilities utilizing isotopes have become essentiala11overthecountryto treat cancer;however,theseare available only in a few specialized institutions.
Thereare120 cobalt 60 units in the countryand it is estimated that for everyone mi1lion
people atleast one unit is required;that meansthe present need is ofabout1000 Cobalt 60
units. T o generate and sustain such rapid growth,the requirements ofthe nuclear materials

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and correspondingly the need for solutions to the related environmentalproblemswi11
increase and accordingly the burden on the education systems;producing specialists inal1
streams,educating the entire society.

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EDUCATI〇N BACKGR〇UND

Education is the training of mind,brain and character,deve1oping requisite abilities,
attitude,knowledge,interests,skill,understanding and values in a person to enable him
make worthwhile contribution to human welfare.Enthusiastic minds ofthe younger
generation need to be wellfamiliarwiththe worldaround and the vast strides ofits
scientific and technologicaldeve1opments.Verysoonthe Indian populationwi1lcrossthe
one billion mark and at present,halfthe i1literates ofthe worldlive in India.A
considerablefraction ofthe societyis striving for mere survivaland resides mainly in theruralareas.Because ofpoor attention given to education during the past50 years of
independence,benefitsachievedthroughthe techno1ogicaldeve1opment have notpercolated tothe weaker/poor sections.Besides,since the medium ofinstruction for
science and techno1ogy courses is English and becausethe number ofEnglish medium
schools is much smaller in comparisonwith the regiona1language schools even in theurbanareas,these coursesare out ofreach ofthe ruralIndians.
In spite ofthe above,India has alarge number ofhigher education institutions.
Thereare over225central,state and deemed to be universities and more than8000
商liated and autonomous co1leges.The number ofteachers is300,000 andthe student
strength is eight mi1lion,which is going up at a rate of4.5%per annum.As perthe
govemment statistics,inthe year1990 91the number ofpupils inthe age group6 11was
10 mi1lion,inthe group11 l4,it was33.3mi1lion,inthe group14 17it was20.9mi11ion
and at the universitystage(age:18十 years)studying inarts,science and commerce
faculties a1one was4.4million.The complexityexists because ofthe population spread inurban,semi urban,ruraland remoteareas,use ofregionallanguages for teaching and adiverse socio economic geographicalbackground.Eventhoughthe financialinput inhigher education hasincreased almost10 times inthelast five decadesthere is a resource
crunch and most ofthe money nowadays is going for keepingthe systemrunning rather
than initiation ofnew programs.It is no wonder then that India haswidely varying
academic standards and the technology education stillremains to be a negligiblefraction of
the traditionaleducation.

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Nuclearenergy is significant since it is going to be the major source of energy toremain after the first halfofthe21St century.Radiation educationtherefore,must be
brought into regularcurriculum ofhigh schoo1leveland itsf uturistic growth and benefits
should be stressed with positive attitude.0nthe other hand the impact of200,000 humankills at one stroke in the year1945is so strong that even today its effectsare persistently
felt and revealed inthe writings by educationists,politicians and many others.Years ago-

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99 0 1 l

the present Indian Prime M inis t e r M r . A . B . Va1jpayee,expressed his utter disheartening
thrOugh the poem(translated by us)as:

D i d they f i ee1at , lieasllf(or a mom ent
That w hatever has happened
1s not at a11goodf(or the m ankind?

f ff

,

]
ileyldso, not
the,nhth
wi11nonils h tthheemml. 'B utheyt l thee1
ise
totyim we i11n
everll pi
ourgivef-

The feardeve1oped in the hearts of Indians is so deep rootedthat it exp1odes out wherever
possible.A chapterfrom a voluminous book written by Indians on medicine is with thetitle,'NuclearHazards';and the benefits ofradiationarealso included under the sameheading!Professionaltext bookwriters for the high schoolstudents emphasize:
Po11ution due to radiation is a dangerous po11ution ofmodem times.The ultraviolet
rays,x rays beta rays and more penetrating gamma raysare more and more hazardous tothe body.They show adverse effects on cellgrowth and interferewith the genetic
constitution and metabolic activities.The harmfulradioactive waste is a great problem.'-

Although there has been an increasing trend of nuclearenergy production and of
application ofnuclearradiation in our day to daylife,the spread ofits scientific /techno1ogicalknowledge among the Indian masses is extremely poor.The authors fearthat
there is always alimit to the gap between techno1ogicaldeve1opment ofthe society and theknowledge received by the society aboutthe deve1opment.Whenthe gapwidensfurther,nolonger being able to sustainthe pressure,the societymay deve1op enmitywith thattechnology,howsoever beneficialit may be!Andasper the universityset up the existing
nuclear radiation courses onthe wholeare only theoretical,students do not findopportunityto even observe demonstrated experiments.0nly a handfulofIndian
universities inthe disciplineslike chemistry,bio1ogy,medicine or engineering teach anddo research in the radiation field.In physics,this number is sizable;however,practica11y
none ofthese disciplines off el r a rigorouslaboratorycourse. Lab work is,as if,a partofan
outcome ofpure science!0n the other hand,the courses conducted in BARCare
vocationalAnurgent need appears to diversify the 'singletrack'education ofthe pureacademic type and to bring down such courses to the teenagers so that vocationalization of
nuclearand radiation education spreads.Such training would be related to productivity,
preparation of individuals for jobs and emp1oyment potentiality,broadening o f h orizon,
dignityof labor and more importantly,a maximum utilization ofthe materialand humanresources in the country.

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Wherever deliveredlectures inthe universities and colieges we always asked
questionslike,how does the radioactivityappearin the environment?,what is natura1
radioactivity?,how to generate nuclear energy?,what is its importance?,what is the role of

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radioactivityin human activities?,etc.To our surprise almost none ofthe students andeven veryfew teachersfromthe refresher courses hadjust partialinformation!0n thecontrary,most ofthem expressedtheir fearabout the past and present nuclearbombs,
Chemobylaccident,radiation hazards,and so on.This clearly indicated that availabilityof
knowledge at a111evels,school,co1lege or even at the universityis insufficient.Looking at
the sy11abusthat is framed forthe age groupl4 17years,one finds some topics onradiation education;however,thesearelargely unrelated tothe questionsarising in theminds of students ofthat age group.For examplethe children in the age group14 15
years,the syllabus in Maharashtra State containsalpha,beta,gamma radiation and theirproperties,radioactive transformations,cathode and x rays properties and uses,radiation
po11ution,etc.While for the group15 17years,the prescribed topicsare nuclearstructure:size and properties,energylevels magnetism and shape;radioactivity,decaykinetics,
determination ofage of a sampleartificialradioactivity,isotope applications,binding
energy,nuclear reactions: fission andfusion,carbon nitrogen and solar energy cycles,etc.
The science sy11abi for the agegroup14 17years thus include only one ortwo chapterson radiation in the whole science course,particularly related to physics and chemistry.
Sy11abi for higherlevelsare mainly based on English medium bookswritten by foreignauthors.Not many eminent scientists or universityprofessors havewritten textbooks forthe radiation course for these children.Situation is sti11worse regarding practicals;noexperiment is performed inthelaboratories.At a111evels including the post graduate one,
nuclear radiation chemistry/ physics courses and the courseslike radiation biology orapplied nuclear physics remain astheorycourses.Hardly one/two practicalsare conductedin a few institutions at the M.Sc.or rarely atthe B.Sc.1eve1.This is the realdrawback in
the present education system in India.Further,verylarge section of even urban population
is deprived of any sortofvocationaltraining.Radiation training courses should evolve andspread into the universitysystem.At present there are no such vocationaltraining systems
except one,which is run veryeffiectively at the BARC.
In the existing teaching and research programs ofthe universities,instead ofexpansion,
retrogation is going on;taking and example of chemistry,the established researchgroups
present in some7 8institutionsare rapidly shrinking their contribution and influence on
the society is correspondingly getting diminished.There is an urgent need to revert thissituation giving substantialsupportto the deve1opment ofradiation teaching/research in
the universities.

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PR〇P〇SED SYLLABUS〇ne must be clear in mind that energyfrom the nucleus has to be hamessed to sustain themodem way of living.Energy crisesare at the horizon;in thelater partofthe21S t century
theseare going to be severe andasthe situation stands today there does not appearto be
any alternative to obtain energyfrom the nucleus.Withfurther advancement in technology,
more and more attention wi11have to be paid for minimizing the outcome ofartificia1
radiation in the human environment.Already efforts have gone in extensively in thisendeavor.It becomes imperative,therefore,to introduce radiation education that highlights
such efforts,and the achievements made a11overthe world in an unbiased way.Education

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99-01 imust also include radiation environment nature hascreated for us. Everybody must beawarethat the world helives in,since and prior to the days ofAdam and Eve,is fu11ofnaturalradioactivity. N o t onlythatallofusare bombarded by cosmic radiationf l:・om outerspace but also that our bodies contain radioactive po1onium and radium in our bones;ourmuscles contain radioactive carbon,radioactive potassium;radioactive noble gases andradioactive tritium exist in ourlungs,and so on.Thus the naturalandartificialsubstances
we eat anddrinkeach day irradiate usfrom within.The authors wouldlike to stress that
thisaspect should be introduced and exemplified tothe schoolgoing children.There is aparamount need to create consciousness ofthe environment,permeating a11ages and a11
sections ofthe society,beginning withthe childhood.Education should not be monopoly
ofuniversity,schoo1or any advancedlaboratory,nor it is a time boundleaming
experience.It is a way of life、 along way o f l i fe.Speci fically in the Indian context,
education has to compete with the21 S l centuryprobiems of exp1osion ofpopulation,
povertyand i11iteracy,hurdles oflanguage barrier,of caste,class,regionalimbalance,and
so on.It needs to prepare the entire societyto bearand sustain the impacts ofmodem
techno1ogy which includes the nuclearone.
Based on emphasis to naturalradioactivityin the environment and considering theenormous growing energy needs,fast depletion ofthe conventionalenergy sources,
innumerable applications ofradioisotopes and great efforts being put in and alreadyachieved success in the safetyaspects,the following syllabus is proposed for teenagers(14 17years),to be spread over3years of schooling.

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A ppliea u rien ietl l opi es

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What is radioactivity:radioactivityin the environment,cosmic rays,andradioactivityin our bodies;uranium,thorium nuclei andtheir daughters in nature
Discoveryand epoch making historicalinventions
How the radioactivityis detected and estimated:elementaryconcepts o f G M andscinti11ation counters
Fission ofnuclei:how energy releases(E=mc2),depleting conventionalsources andthe need ofhamessing nuclearenergy,conversion into electricalenergy
Radiation generated for human prosperityagainst radiation in the environment
Radiation ef fects on ce11s:maximum permissible doses,
radiation safety,radiation protection physicaland biologicalscavengers
Radioisotope production in reactors
Applications ofradioisotopes in:a. Agricultureb. Pestcontrol:foodpreservationc. Medical:diagnosis andtreatment
d. Industryand related problems
e. Production ofnewpolymers,etc.

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Theo r1,Topic:s--Radioactivity: decaykinetics,radioactive elements,parent daughter decay growth
relationships,alpha decay,and nuclearde excitation,counting errors
2.
Interaction ofradiation withmatter,units ofmeasuring radiation dose,dosimetry,
radiolysis water:freeradicals,time scale
3.
Typicalreactions involved inthe preparation ofradioisotopes
4.
Analyticalmethods,age deter minations,etc.
〇mericalproblems should be solved.)

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2.
3.
4.
5.
6.

7.
8.
9.

10.
11.

12.

La l )

ora lo rv li xlr)e riments」

Determination of background radiation using G M detector/survey meter
Stopping beta's by Alfoil,Emax ofbetaparticles
Half thickness stopping gammas by Pb and Cu foils
Application ofthin fil m detector
Liquld GM counter daughterseparationandt1/2 determination(uraniumseries)
4 oK activity: 4oKC1. 4 oKCl03 and NaClfrom Lab.
Dosimeter: Fe+2 > Fe+3
G value deter mination:(CHC13) 1,・ HClmeasurement
Polymerization by radiation(viscometer)
Measurement ofactivityin pitchblend
Photoprint Becquere1's Expt.
Demonstration:high activitynearvolcanic springs survey meter

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u rv L xperi m ents
13. l4C di :sintegration per day in the body muscles
14.4 oK dis./day in muscles

15. 2 2 2Rn inhaiation,disintegration per day
16.226Ra and Po dis/day in bones
17. Counting error:concept ofstatistics
18.Average radioactivitydis/day in a human cell
19.Video demonstration ofa11the above experiments
2 0 . F i l m shows projecting significance ofthe pioneering contributions(Experimentation Center/Mobile Lab./Museum,etc.may be deve1oped as a common
facilityfor allthe schools in a city.Such centers need to befunded bythe DAE and also
may be donated instruments in working order.)The above sy11abus is proposed only in the form of guidelines.Further detailswi11
have to be worked out by senior radiation scientistsfrom diff ei rent disciplines at various
1evels.Also,they need towrite standard textbooks,teachers'guides,etc.in English and the

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9 9 01 iregiona11anguages.It is to be realizedthat merely introducing good,balanced syllabuswili
not servethe purpose.Bookish knowledge on radiation wouldlack in providing ski11and
also scientific attitude.The system needs to be revolutionized and forthat one hasto begin
withthe teacher education programs.The philosophy isthat once a teacher knows the goa1
and approach,intuitively develops the required ski11to propogate andthe whole society
thenassimilates the knowledge automatica11y.A sound program for teachers,therefore,isessentialforthe qualitative improvement and expansion ofradiation education.
Globalization ofradiation education also must be considered inthelong run.The end of
the present centuryshould markthe end of a uniform education policy by introducing avarietyofprograms to suitthe aptitude,ability and availabilityof students at a111evels.
These cha11enges can be met only throughthe dedicated teachers.Without sacrifice by thiscommunity,nothing can be created,evolved or achieved.The preference by youngsters formoneymaking andluxuryoriented education needs to betransformed and hence it has
become an absolute need ofthe day that teachers inculcate devotion academic approachemphasizing on sacri fice,co existence and citizenship ofthe world community.

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EFF〇RTS B Y VARI〇US 〇RGANIZATI〇NS

The smallbut concrete role being played by of various Indian associations conceming
由e field ofradiation is worth mentioning in the context ofeducation.These have beenorganizing symposia,workshops including practicalcourses,informativetalks anddiscussions a11overthe country;also publish radiation orientedliterature and regularly
bring out bu11etins.Various programsare being executed bythe Indian Association of
NuclearChemists and A1lied Scientists and the IndianNuclearSociety.〇ver2,0001ife
members comingfrom different disciplines rangingfrom basic sciences to reactor
engineering to bio1ogy to medicine,are the member ofthe INS.As we recollect,10 years
ago the first IANCAS workshop was held in our Universityfor seven days and attended by
over50 universityteachers.Tota18instructors who came at their personaltravel
expenditure taking privilegeleave,worked day and night to set8 10laboratory
experiments.The overwhelming success and the wholehearted voluntaryparticipation by
the teachers gave tremendous impetus to this activitysince then.During the past2 3years,
the activity entered the high schoolstreams as we1l,adopting regiona11anguageasthe
medium of instruction.0ver thirty,'0ne daylectl」re cum demonstration'programs forschoolchildren were conducted and attended by over3000 students and150
schoolteachers.Authors ofthisarticle also have visited on their own andlectured severa1
times before alarge number ofteacher and student audiences at variouslevels in different
institutions across the country.Durjng the past ten years INS conducted over50
seminars/lectures while over the period ofthree years IANCAS carried out rigoroustwo
week workshops for universityteachers at15different1ocations in the country.
Nevertheless,this is certainly not enough;wholehearted support and efforts by many are
required to reach the desired goa1.It a11needs solid foundation ofpersonalsacrifice as
wel1,time wise,energy wise,even money wise,ifnecessary.Such ef liorts should be
supported by the media.The Information Techno1ogy Center in Pune Universityhas
planned to startlinkup a number of institutions in andaround.This project is deve1oping

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99-01lin collaboration with some foreign universities and the Intemet wi1lsoonlinka1lthe
universities,co11eges,schools and research organizations in India.
C〇NCLUSI〇N

Ifthe human race desires to en]oy the enor mous source of nuclearenergya11
through the fiuture centuries,then it needs to put in integrated efliorts towards abandoning
the existing deadly nuclearweapons.Theseare the major cause ofkeeping alivethe deeprooted fearinto the minds ofthe innocent world community. T o eliminate fear,there is agreat need ofapplyingwi11,courage and efforts for the implementation ofappropriate
radiation education programs a11over the world.Indiansare indeed inthe stage of effective
execution inthis context one may recollect whatRabindranath Tagore(NL)hademphasized halfa centuryago,'A man sha11be incomplete ti11he has notleamt to puthis
hand and mind to good and efficient purpose.'

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u● ii「:i'lil : l : l 【1iiif

H.J A mikar,'Essentials ofNuclearChemistry.' Wiley Eastem Ltd. 4th Edn.

23
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67 8

(1997)
V.G Dedgaonkar,Proc.Symp.INS,India,18(1989)
J.C.Aggarwa1, 'DeveIoping and Planning ofModem Education.',VikasPub.House
Pvt.Ltd.6th Edn. (1997)
S.B.Pate1,'NuclearPhysicsAnIntroduction',Wiley Eastem Ltd.(1991)
Indian Asso.for Radiation Protection,'NuclearEnergyWhat you want to know,'
NuclearPower Corp.(1993)
V.G.Dedgaonkar,et alRadiation Measurements,28,145(1997)
D.D.Sood et a1.,Principles ofRadiochemistry,IANCAS(1996)
S.BManohare1l a1l.,'Radioactivity'(in regiona11anguage)
IANCAS(1994)
D.D.Sood, et a1. , 'F rontiers inNuclearChem.'IANCAS,(1997)
P.K.Iyengar,Radioanal.And NuclearChem.,Articles,17l,33(1993)
ISRAPS Bu11etin(Ind.Soc.for Rad.and Photochem.Societies)9,2(1998)
IANCAS Bu1letin(Ind. Asso.ofNuc1.Chemists and A11ied Scientists)
4times/yr
Univ.News',Wkly. J . ofHigherEdu.Asso. ofIndian Universities,
Weekly(1995 1998)?J AbdulKalam,e1l a1., 'India2020,A Vision for the New Mi11ennium',Viking
Penguin Bks,Ind.Pvt.Ltd.(1998)
Textbook of Medicine',by Asso.ofphysicians ofInd.,5 th Edn,Chapter7,1377(1994)
L

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99 - 0 l i

2 . 5 PUBLICINFORMATIONANDEDUCATION ONRADIATION SAFETY A N D
PR〇TECTION ININDONESIA̲

Azhar Dj a1oeis

NationalAtomic Energy Agency, JalanKHAbdulRohim,Mampang Prapatan,Kuningan
Barat, Jakarta,127lOINDONESIA̲ABSTRACTnzs paperpresenfs a brlf ove e w イ p u b f i c iがorma ffon and educatfon concemng
nucle ar sc ience and technotogy 加 genera1 an d radiation s afeか a n d p r o1tection l nparticu lar i n Indonesia f irom the perspec1:1ve of promoting the deve1lo pment a n d
ut111zat1o n of nuclear sc ience a n d techno1lo gyinthe country. The r o1le of nuclear sclence
and fecみnofopfn fndonesza ls f rsf zntroduced, foffowed by a ove e wがthe nucfear
acffvztles 加 the countり. iaszc consfderafl ons, m り o r obyectfves イ tみe pubffc
1 ポormation and educaffonprogram on radlatfon sがety andprofect1on as weff as baszc
a n d operafzonaf strategfes to acみfeve tみose obyecf l ves are then presented M り o r
p r o,grams 加cludlnghighlightsof the past a n d p resent activities as w e11 as the prospecto nfuturecourse of actions are dls, c us,sed.

1. INTR〇DUCTI〇NFirst of a11I wish to express my sincere appreciation and thanks to theOrganizing Committee,in particular to Professor Matsuura,for having kindly invitedm e to participate at this distinguished Intemationa1 Symposium on Radiation
Education,held here in Tokyo11 14December1998.I am sure that this important
meeting wi11give me an ample opportunity to widen my horizon on various aspects ofRadiation Education,including public information and education,which in my viewshould primarily be aimed at achieving public awareness,public appreciation,pubIic
acceptance and fina11y public support and participation in the deve1opment andutilization ofnuclear science and techno1ogy .
I n my country,and perhaps also in many other countries,the word ''radiationis generalIy sti11associated with nuclear radiation ,meaning the Rays of Death .
This negative perception was primarily caused by the fear of the potentialcatastrophethat could resultfrom nuclear techno1ogy,as has been demonstrated by the devastating
effects ofnuclear radiation resulting from the exp1osion ofnuclear bombs in Hiroshima
and Nagasaki in1945,which had brought the World War I I to an abrupt end.To thesegroups of uninformed,under informed or misinformed people,radiation is something
to be feared;one should stay away from it,as it can bring nothing but sufferings anddeath!In my country,this perception was further reinforced by accidents at Nuclear
Power Plants,such as the Chemobylnuclear accident in1986 .
I n contrast to other modern techno1ogies,therefore,nuclear techno1ogy ismarked with such a traumatic start,which had generated such a strong emotionalpublic
resistance towards the introduction,expansion or even continuation ofthe utilization of
nuclear energy in many countries including in the most techno1ogica11y advanced
countries with highly educated majority of the population.Emotion has in fact
signi ficantly outweighed rationalthinking in judging the benefits and risks ofnuclear
techno1ogy .

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99-01 i

In view of the above,radiation education,or more speci fica11y education on thenature,scientific and practicalaspects ofvarious types ofradiation, constitutes in myview one of the fundamentalpi11ars for the healthy deve1opment and application of
nuclear science and techno1ogy worldwide.The ultimate aim of radiation education
should in my view be to pu11nucleartechno1ogy d o w n f r o m its present seat on thethrone of death in the mind of many people and put it on the similar footing andtreatment as other branches modern science and techno1ogy.
In this paper I sha11present a brief overview on public information andeducation concerning radiation safety and protection in Indonesia from the perspective
ofpromoting the deve1opment and utilization of nuclear science and techno1ogy in the
countryFor that purpose,I sha11 first briefly introduce the role of nuclear science andtechno1ogy in Indonesia,fo11owed by an overview of the nuclear activities in the
countryHaving presented some basic considerations,major objectives of the public
information and education program on radiation safety and protection are spe11ed out,
fo11owed by basic and operationalstrategies to achieve those objectives. Maj or
programs including highlights ofthe past and present activities as we11as the prospect
on future course of actions are discussed and summarized in the concIusion.
2. N U C L E A R SCIENCE AND TECHN〇L〇GY I N IND〇NESIA
B reathtakingly beautf u1, :1 o ok m gjust l i ke a bunchof e m eralds o n a blue ve11et
scattered around the equator fr om east to w est, ''./ I could imagine those words

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coming from an artist austronaut describing the beauty of the Indonesian archipelago
while1ooking at the earth from his space ship!
Indeed,Indonesia is not only a beautifulcountry,strategica11y1ocated in thetropics and inhabited by over200 m加ion people with agreat diversity of languages
and cultures,but it also possesses alarge variety of naturalresources.In short,Indonesia has a tremendous potentialto become a major world power,and the strongest
nation in South East Asia.Socio politicalstability,empowerment of the people andmasteryof science and techno1ogy are in my view the three basic pi11ars for thepromotion ofeconomic and socialprogress.
Considering the financia1,economic and socio culturalproblems presently
threatening the country,masteryand application of science and techno1ogy including
nuclear science and techno1ogy by Indonesians becomes in my view even more crucia1
for economic recoveryand progress.The conducive atmosphere for the promotion ofefforts to master and apply science and techno1ogy in the countryis only possible ifthepublic and the govemment are aware,appreciate,accept and support the endeavour.
Towards this end,information and education play a key role.In the case of nuclear
science and technology,information and education on radiation safety and protection
constitute an important component.

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ロ Role of Nuclear Science and TechnoIogy in NationalDevelopment-

As a deve1oping country,especia11y in view of its vast economic potentia1
strategic geography,naturaland human resources,Indonesia has a vitalinterest in thedeve1opment and utilization of appropriate modem sciences and techno1ogies as adriving force in the deve1opment ofthe country. I n this context,nuclear techno1ogy has
a wide spectrum of competitive,and in many cases,unique benefits to offer to thenation.Apart from power generation,nuclear techniques play an important role inAgriculture,Livestock production,Health,Industryand Environment.

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99 01i

Nuclearactivities in Indonesia were started i n 1 9 5 7 a s nationalresponse to the
nuclear bomb testing activities in the South Paci fic.Institutiona1,1ega1,scienti fic
technicalinfrastructures and the necessaryhuman resources were deve1oped.Scientifictechnicalworks were initia11y concentrated in the detection and analysis o f eff el cts ofradioactivefal1out to the environment and health ofthe population.

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ロ NationalAtomic Energy Agency(BATAN)-

Founded i n l 9 6 4 , B A T A N the NationalAtomic Energy Agency of the
Republic of Indonesia was given the authority and responsibility as the highest
nationalinstitution to deve1op and utilize nuclear science and techno1ogy solely forpeacefulpurposes for the safety,health and welfare of the Indonesian people. Since
then,nuclear science and techno1ogy were systematica11y deve1oped,initia11y prim arily
focussed in the fields ofAgriculture,Livestock,Health,Hydro1ogy,Sedimento1ogy andEnviron ment.
Step by step and in co11aboration with the IntemationalAtomic Energy Agency( I A E A ) a s we11as through bilateralcooperation with many advanced countries
including Japan, human resources and scienti fic technical infrastructure weresystematica11y deve1oped in Bandung, Jakarta (Pasar Jum'at Complex) and in
Yogyakarta to support the increasing application of nuclear techniques in the
aforementioned areas.Two Triga type research reactors were acquired for Bandung(25 0 k W in1964,upgraded t o l M W in1971)and Yogyakarta(150 k W in1974) .
A big quantumleap was made in1978with the establishment o f a new Nuclear
Research Complex in Serpong,1ocated about40kmsouth east ofJakarta.This researchcomplex was equipped with a 3 0 M W MTR type research reactor,fuelelement
fabrication insta11ations for research as we11 as experimenta1 power reactors,
radioisotope production center, radio meta11urgy laboratory, radioactive waste
treatment insta11ation, neutron beam scattering facilities and severa1 supporting
facilities. T h i s complex was envisaged as a stepping stone for the introduction of
Nuclear Power Plants and nuclear based/related industries in Indonesia.Despite thecurrent financialand economic di fficulties,preparatoryactivities towards an inte11igent
and public supported decision making for the introduction of nuclear power inIndonesia are sti11continued.

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3. PUBLIC INF〇RMATI〇N AND EDUCATI〇N
As mentioned above,public information and education, in particular onradiation safety and protection,plays a key role for the acceptance and support in thedeve1opment and application of nuclear science and techno1ogy in Indonesia.The factthat the application of nuclear techno1ogy was highlighted with such a traumatic start,
makes it particularly cha11enging to inform and educate the public,that nuclear energy
does not simply mean destruction,suffering and death!Even more cha11enging is thetask to make the public aware of and appreciate,and fina11y accept and support thepeacefuland beneficialapplication ofnuclear science and techno1ogy for the society .
In the case of the Indonesian public,the aforementioned task is made even moredifficult by the various nuclearaccidents,such those that have occurred at Chemoby1,
Three Miles Island and Monju nuclear power plants.

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99 01 iロ Basic Considerations
There are three ma1j or factors that have been considered and taken into accountin deve1oping appropriate strategy and programs on radiation inform ation andeducation in Indonesia.These three factors are:
1. Negative lmage of nuc lear technology

Apartfrom the ghost of nuclear exp1osion in Hiroshima and Nagasaki,public
uneasiness and fear ofnucleartechno1ogy have been signi ficantly reinforced by theunfortunate accidents at nuclearpower plants,such as Chemoby1,Three Mile
Islands and Morlju . S o m e of the technica1 administrative their handling of these
accidents,and in particular their incorrect,incomplete or distorted reporting in themass media,have contributed signi ficantly to the negative image in public
perception in Indonesia.

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l stilllow ,lle e,ll of educatiolt
2. Cultu ra,ll diversity an dgeneral y
The fact that Indonesia is inhabited by over200 ethnic groups(tribes)with different
1anguages,cultures andlevels ofeducation presents a specialcha11enge in designing
the appropriate strategy and programs of public information and education.The
speci fic socio culturalfeatures of the diff el rent populationgroups have to beconsidered and taken into account in order to achieve the desired impact.

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3. Large size of t he Indonesi a n archlpe1lago

With the available financia1,manpower and infrastructure support,thelarge size of
the Indonesian archipelago poses also quite a cha11enge,in particular in conducting
information and education programs viatwo way communication method.
With those cha11enges in mind,thelimitations on the side of the available
resources and confronted also with sma11but veryvocaland financia11y strong anti
nuclear groups,pubIic infor m ation and education program in nuclear science andtechnoIogy,especia11y in radiation safety and protection,in Indonesia is not only ascience and an artbut also a test ofstamina at the same time.

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ロ 〇bjectives and Strategy
The major objectives of the public information and education program onradiation safety and protection in Indonesia may be stated as fo11ows:●
To achieve and strengthen awareness and appreciation by the generalpublic,
the scientific/inte11ectualcommunity and the govemment officials that
nuclear science and techno1ogy are indeed a usefuland manageable branchof science and techno1ogy.
,●

To win and strengthen acceptance and supportby the public,inte11ectuals
and decision makers for the deve1opment and application ofnuclear scienceand techno1ogy in the nationaldeve1opment.

To obtain public participation in the nationaleffort towards achieving a
nuclear armfree world.
The generalstrategy to achieve those goals may be classified into basic andoperation strategies as fo11ows.
●-

1. Basi c S trategy●
Respect and take into account the culturaldiversity ofthe population

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99 - 0 l 1・ Ensure a balanced view of the benefits andrisks of nuclear science andtechno1ogy, i n particularon radiation safety and protection●,

Take advantage ofthe nationaland intemationa11inks and cooperation

2. 〇pe ,atio n a l strategy
Classifythe target population into three target groups,namely thegeneralpublic,the inte11ectuals and the decision makers●

・ Train specialized

JUPEN (Public Information Specialists), whoshould master not only the overa11perspective o f the scientific technica1
subject in question but also the necessarytechniques in public/mass-

communication

・ Take advantage of the modem public/mass communication techno1ogy,
such as the electronic mass media.

ロ Programs and Activities
The programs and activities are designed to suit the target groups.The programs
may classified into the fo11owing categories:
1. 〇ne ll,ay com m ulu cationprogramThis program includes provision of various types of reading materials(1iterature),
audio visualmaterials,permanent and trave11ing exhibitions,plays and wayangs(Javanese shadow plays).

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2. Two way com m u m c a1llio n programThis program includes dia1ogs,discussions,and other types o f direct two way
communication among the participants.

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3. Mi:x:ed programThis program includes seminars,symposia,workshops,specialcourses for teachersand specia1 interest groups, where opportunities for exchanges of opinions,questions and answers session may fo11ow the presentation of the public
information specialists.
I n the past few years the activities have been concentrated on informing andeducating the public on the benefits and risks ofNuclear Power Plants.Major areas ofconcern were the economics,safety and techno1ogy ofnuclear power plants.The use of
the Javanese shadow play(wayang)and the use of communityleaders(religious andtribeleaders,and other informa11eaders in the society)have been found to be eff el ctive
in conveying the desired message to the target audience in the generalpublic.
Since the start ofthe economic crisis and the emphasis ofthe govemment policy
to reduce the increasinglevelpoverty,the focus of activities has been shifted tohighlight the benefits ofradioisotopes and radiation and other nuclear techniques in thefield of agriculture,1ivestock production,industryand human health.A new BATAN
initiative,known as the AMD (Atom Masuk Desa Atom in the Vi11age) program
has been intensively communicated to the public and has received a verypositive
response from the beneficiaries,especia11yfrom the sma11farmers in the ruralareas.
In the future,in particular after the easing of the current economic crisis,
BATAN intends to make a balanced focus between the eff ol rts to popularize thebenefits ofnuclear fission reactors to generate power on one side and those to highlight

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99 01ithe benefits of nuclear radiation and radioisotopes in solving problems connected withthe basic human needs,such as food and health.

4. C〇NCLUDING R E M A R K S
Despite the verylimited budget and the cha11enges described above, judged
from the benefits costs analysis,the results so far obtained have been genera11y quite
encouraging. T h e expected output and outcome ofthe implemented programs as we11as
their impact have been very good. The policy and strategies deve1oped andimplemented by B A T A N h a v e been we11supported by the govemment,by theparliament and by the public.
For thefuture,the program on public information and education is sti11
hampered by the verylimitedfunding.This situation needs to be improved in order toreach more targetgroups in the population.The number of trained public information
specialists needs to be signi ficantly increased.In addition the facilities and the technica1
infrastructure supportneeds to be further improved. I n addition,1inks and cooperation
at the nationaland intemationa11evels need to be strengthened,and the use ofcommunityleaders should be expanded.
<A D December1998>

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2 . 6 RADI〇 C〇NVERSATI〇N BETWEEN SCIENTISTS AND T lm PUBLIC AS A
MEAN F〇R UNDERSTANDING PUBLIC PERCEP「I〇N 〇F RADIATI〇N

Matteo Merzagora1'2, S ylvie Coyaud l ,Andrea 〇ttolenghi2
l Radio Popolare,via Strade11a5/a,20133Milan
1taly; 2Ph ysics Department,University of Milan andINFN,Section of Milan,via Ce1oria16,20133Milan Italy .

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ABSTRACT--Radio broadcasts with phone ins in which the public can interact directl y with scien
tists in the studios can represent a very usefultoolfor analysing public understanding of
science.An in depth analysis of thelisteners' questions and of the scientists'reactions
despite the obviously1ow statisticalrelevance can provide important clues on the
spontaneous and emotionalcomponents of the attitudes of the citizens toward science,and of the attitude of scientists toward citizens'concems.
As an example of the opportunities such an approach may offer,a series of live radio
broadcasts on radiation and its applications(the first three transmitted in Italy in No
vember and December1998)is presented.Each broadcast involved an introductory
presentation by two or three invited scientists,fo11owed by phone ins.The questions ofthelistenersare anal ysed and commented.A strong need for a deeper understanding of
the methodo1ogicalprinciple of radiation research seemed to emerge.The broadcasts
also stressed how the need of an interaction between scientists and the public is atleast
asurgentasthe transfer of information to the public.
]ln the future,the same approach wi11be extended to other fields of science and toother radio channels,with the aim of designing a methodo1ogy for the exp1oitation of
specific features of radio broadcasts for promoting the dissemination of scientific cu1

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l. INTR〇DUCTI〇N

Among mass media,a1ocalradio has severalcharacteristics that tend to enhance thesense of friendliness and belonging essentialto any true communication.There areseveralreasons for this:mainl y,the radio is often perceived as an additiona1 voice inthe family ,it does not require our complete attention but can be a part of the environ
ment,and keeps company instead of being a mere source of inform ation,etc.A1oca1
radio can therefore be a kind of non intrusive neighbour,easy to tum to,either for achat,or for discussing some vitalproblem.
Some radio stations or networks a11ow a direct contact between thelistener and the
conductor.Through phone calls,1isteners can ask for a favourite song,answer a serious
or a jockey quiz,state an opinion,ask a question,communicate with each others,etc..
Radio Popolare di Milano(see section2.1),since its birth in1976,has been concemedwith this form of access and with keeping an ongoing dia1ogue with and among theaudience.Indeed,it devotes alarge fraction of the daily schedule to the participation ofthelisteners,which is direct,spontaneous and not filtered by the conductor who has no
way of knowing in advance who wi11be on air.

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99 011-

The freedom of access is very valuable when dealing with science related topics.Re
porting science in a radio broadcast is not an easy task: Science is usua11y presented asa continuous,coherent,concrete activity [ ].Science does notlike superficiality,trivi
alization,or talk of 'breakthroughs'. ]ln its nature,broadcasting is episodic,fragmented,
ephemera1[ ].This mismatch between the demands of science and the ability ofbroadcasting to meet them c l eates many profound problems in commun icating the sig
nificance and excitement of scientific discovery to a l a y audience. l ). B u t , in a radio
programme on science, good broadcasters wi11rel y heavil y on analogies to stimulate
the imagination.It is n ot a very precise way of communicating, but it can be very
evocative''2J . A radio broadcast has there「ore manyli nl ltations and n l any advantages:forour purpose here,it can represent a possibility for thelisteners to express their feelings
about science,emphasising the emotionalaspects rather than the rationalaspects of theirpersonalrelationship with science.
Indeed,one of the main problems conceming science communication is a two sided
gap between the scientist and the public.〇n one side stands the public,for whomthe
scientist speaks in anarcane and barel y understandablelanguage from an unreachable
researchlaboratory, i n a separate world.Thisleads to a perception of the scientific workas the main source of problems associated with modemlife style,or,even worse,to a
1oss of interest in scientific issues(as ifthey were not driving changes so forcefu11y ). 〇n
the other side stands the scientist:quoting the French ph ysicist Jean Marc Levy
Leb1ond, If science communication is so inef ficient,couldn't it be because it answers
questions that were never exp l essed by the ' public '. instead of grasping the rea1ones even iftheir meaning may be confused and mostly i m plied?'3). A s a matter of facts,theoccasions when a scientist can have a direct contact with the public,and be exposed toquestions,comments or criticisms,are very few both for the science student and for the
professionalresearcher.Moreover,the highly demanding effort to devote time andthought to the communication of one's scientific work to the generalpublic,is often not
sufficientl y rewarded by the scientific community itself.This is particularl y true in It
al y,characterised by a traditiona11y humanities oriented culture and alack of university
programs devoted to science com m u n ication(with the exception of the newly created
Master i n Science Communication in Trieste4 1 ),but can be extended,with various cor
rections,to other European countries,among which the activism of British scientists intaking part in public debates is the onl y notable exception.
A scientific communication event where the interaction between the scientists andthe public is possible(such as a conference or,as in our case,a radio broadcast withphone ins),should therefore aim at making both sides wi1ling to get better acquainted
with the other's interests and concems,and take this opportunity to educate both the
public,and the scientists involved,not about science in genera1 a rather unachievableaim but to paying due attention to what the other is actua11y saying.

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]ln this paper,a series of radio broadcasts devoted to radiation and their application indifferent fields is presented.A brief description of R a dio Popolare and of the weekl ymagazine n cic1otrone is presented.Threelive"specialissues",broadcast every two
weeks(5and19November3December1998)within n c ic1otrone are anal ysed.The
content of the presentations and explanations by the scientists during the broadcastsare
only outlined,and the attention is focused on the questions thelisteners asked the scien
tists.

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99-011The broadcasts here presented are intended as preliminary experiments.They w 加
represent the basis for the deve1opment of a methodo1ogy intended to exp1oit specificfeatures of the radio for understanding public perception of science and improving thequality of science communication.Due to the inevitablylimited number of questions
and to their highly scattered nature,a quantitative,statisticalanalysis cannot be conducted,even when,as prospected,the same approach wi1lbe systematica11y extended toother fields of science and to other radio channels be1onging to the Network of Radio
Popolare.Indeed,these types of programmes have to be regarded more aslive perform
ances than we11 planned and organised ones,thus emphasising the spontaneous reactions of the public.]ln the fo11owing, a qualitative analysis is therefore attempted,withthe main objective of understanding how these types of interactions could help the sci
entific community to grasp and interpret the type of information needed by the audi

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2. RADI〇 P〇P〇LARE AND THE W E E K I,Y SCIENCE MAGAZINE ILCICL〇一
TR〇NE
2.1 Radio Popotare, Miian (Italy)
Radio Popolare wasfounded in January 1976as a community radio ,broadcasting
inLombardy,the richest and most populated region of ltaly. I t broadcasts mostl y news,
culture and debates(with phone ins).At first a co operative with few underpaid workers
and many unpaid volunteers,it is now a company with a staff of 45people(onethird ofwhomare professiona1 joumalists),and with about150 extemalco11aborators covering
specific topics and expertise.Approximatel y 6 0 % o f its stock is owned by over12,000
shareholders,the rest by the co operative.Revenuesare evenl y split between advertis
ing and subscriptions.l3,8001isteners support the radio by freel y paying an average annualfee of 180 do11ars. ]:n thelast five years,Radio Popolare has built a network a11
over Ital y,supplying news and programmes by sate11ite to20 sma11erlocalradios.The
radio has an average audience inLombardy of 250.0001isteners a day,with peaks dur
ing the news.Most of them(45%)are in the age range25 44,with middIe or higher
education curricula.

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2.2Ii cie1lotrone
I1 clc1otrone is a weekly magazine,one hour1ong,devoted to science and techno1
ogy . I t was started in1986by one of the authors(S.Coyaud)and since then has been aregularappointment for thelisteners.It is edited by a joumalist(S.Coyaud)and a researcher(M.Merzagora)and relies on a poo1of experts,doing ph ysics,astrophysics,
bio1ogy,maths(no chemistry,regretfu11y),1inked by a common taste for science com
munication and story te11ing.The programme attempts to tackle hard sciencelightl y but
without oversimplifying(according to Albert Einstein's motto that We should makethings as simpleaspossible,but not simpler ).
Apart from few series on climate sciences earlier this year,or recentl y on radiation
the format is flexible.Scientific conferences and events open to the publicare an
nounced,books reviewed,and one or two core issues discussed withspecialists.
During the years, I1 cic1otrone has evolved.Some aspects,however,remain unchanged.In order to exploit the specific features of a radio broadcast as much as possible, 11cic1otrone is often conceived as a conversation between the audience and the sci

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99 01ientists in the studio.As opposed to printed media,the radio does not need a reporter:theauthors of scientific researches can report on their own work,and the joumalist tries toawaken or summarise public curiosity.Moreover,by a11owing non filtered phone ca11s,
thelistener can talk directl y to a Nobe11aureate,or ask an expert about the safety of fro
zen foods or the means to get rid of space debris and so on. n cic1otrone is constantly
seeking the participation of the audience:techno1ogy whether space trave1,Information Techno1ogy or biotech kindles heats debates,and so do topics whose socialim
pact is clear,e.g.genetics,neurochemistry of i11egaldrugs,greenhouse gases and atmospheric chemistry,etc.When treating so ca1]ed hard sciences,e.g.basic research inphysics or molecular bio1ogy,the ca11for participation is somewhatless successfu1,but
over the yearslisteners' participation has been considerabl y improving.
Besides merely numericaldata on the audience,one of the main assessment of thesuccess of the program is,in the authors' opinion,the satisfaction of the invited scien
tists with the opportunity to communicate with an inte11igent if untrained audience,
showing true interestand curiosity for their work.

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3. AWASH I N A SEA 〇F RADIATI〇N
To celebrate the centenaryof the discovery of radium,severalissues of Ii cic1otrone
are devoted to radiation and to how radiation is involved in various aspects of our dail y
1ife.Three issues have been already broadcast at the moment this symposium is being
held.Common aspects of the programs were the definition of the technicalterms(e.g.,dose,radioprotection,e.m.field),and a brief historicalbackground pointing out theevolution of scientific knowledge on the subject.After some20 minutes of presentationby two or three hosts,the phone ins started and more specific topics were then selectedon the basis of thelisteners' requests.Here is a brief description of the content of thebroadcasts.
1) in l rol:1uction:raaiauon errects anc1 racl i ol:)l otectio ]:l
I:nv ited .scientists.・ G.Tosi,professor at the Specialization Schoolin MedicalPh ysics,
University of Milan,head of the Radioprotection Unit at the European Institute of 0 n
co1ogy (IE0,Milan);G.de Luca,physician specialised in occupationalmedicine at the
NationalAgency for the Protection of the Environment(ANPA).
Con1lents.・ introduction to the term radiation and related quantities;introduction of
the notion of naturalbackground;discovery of X rays and naturalradioactivity;first ac
knowledgements of health hazards;definition of stochastic and deterministic effects;
basic principles of radioprotection;Italian and Europeanlegislation on radioprotection.
2)Radio l ogyauaraaio
raaiomera
er:ap lInvited scientisllls.・ R . 〇recchia,professor at the Faculty of Medicine,University of
Milan;G.Pedroli,director of the Sanitary Physics Division at the Niguarda Hospita1,
Milan.
Contents.・ medicalapplications of radiation;a brief history of radio1ogy and radio
therapy;costs benefits anal ysis in diagnostic and radiotherapy;evolution of different
techniques,from their o1igins to recent advancements.
3) 」 l onionising raaia[, io loI1nvite d sc ientists・. P.Vecchia,director of the Radioprotection Unit at the Nationa1
Health ]lnstitute(Istituto Superiore di Sanita,ISS),president of the Italian Association
for Radiation Protection(AIRP);L.Venturi,scientific director of the environmentalist

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organisation Legambiente; M . F ronte, jou malist and science writer5), Z a d i g Agency,
Milan.
Contents.・ definition of non ionising radiation;present knowledge on health effects ofelectromagnetic fields;environmentalproblem of electromagnetic po11ution and attitude
of various environmentalist groups;the particular attention that the Italian press devoted
to the matter in recent times.
〇ther broadcasts willfo11ow,conceming other specific application of radiation,such
as food irradiation,applications in agronomy,the indoor radon emissions,etc.Thesearescheduled for the first semester of 1999.

4. QUESTI〇NS LEADING T〇 MORE QUESTI〇NS-

Scientific information must be conceived as a means of spreading questions, notanswers 6).Although this statement is probably agreed upon and we11understood bymost researchers and scientific joumalists,the common citizenasit emerged from thequestions anal ysed,wants to obtain from a scientist unambiguous answers.
Three main types of questions can be identified throughout the three broadcasts:a)questions related to personalproblems;b)questjons aimed at a better understanding of
the generalissue;c) questions or comments aimed at giving an interpretation of the
public attitude towards radiation exposure.
As expected,the first type was particularly frequent during the broadcast on radio1
ogy and radiotherapy:understandably,medicalissues are of personalconcem to every
one,and thelisteners tend to take the opportunity of a radio program to get additiona1
medicaladvises on a specific disease.These type of questions were of greater interest
during the radioprotection and n on il 1o nisi ng radiation programmes:after the genera1
presentation by the scientists, people were asking about the risk of living in a housewithout foundations1ocated in a volcanicarea,of placing"possibly radioactive"heat insulator in the house,of living next to alarge antenna( I am feeling a bit nervouslately:shallmy wife blame it on the antenna we have over our roof? ),etc.Thelisteners were
demanding precise answers,numbers,and clear cut definitions:this is what science,according to its widespread perception,is supposed to provide.
These questions induced most of the invited scientists to devote specific attention tomethodo1ogicalmatters,introducing the concepts of stochastic and deterministic effects,of non threshold effects,etc.heavily rel ying on ana1ogies with easily understandable
hazards.As an example,convincing ana1ogies were the speedlimits on freeways to ex
plain how to dealwith non threshold effects inlegislation(keeping a1ow speed does
not prevent us from havinganaccident,but respecting speedlimits is in any case a good
way to1ower the probability of an accident),or the risk of smoking or drinking as an
example of stochastic effects(almost everybody knows somebod y who has been smok
ing for years without consequences,and somebody who hadlung cancer or cardiovas
culardiseases due to smoking and drinking) . A s a matter of facts,the authors had theimpression that although thelisteners were asking for precise data,answers strictl ybased on data were not considered satisfactory. The decrease of the doselimit has notreassured the public and may even have increased anxiety because it revealed uncer
tainty with regard to risk and triggered controversies among scientists.[… ]These reac
tions to ionising radiation further confirm that fear is actua11y not related to data but to

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mentalmodels. 7 ) Thus explanation of the m ethods adopted in the disciplines described,
appeared much more urgent than the actualresults of the quoted studies.
It appears that the statistic a:
1 association between exposure and incidence of a disease
has to face a naturalbarrier in the common understanding of radiation risk.The fact thatin some cases
the connection betweenlow ] cvelinsult and bodily haml is probably
as difficultto prove as the connection between witches and failed crops''81 is not gener
a11y ccepted by the public.Moreover,there seems to be a natura1 appea1 ,often medi
ated by the press,related to not clear cut conclusions,1eading to a rationa11y unexpected
greater impact of so ca11ed phantom risks (see ref.9for a discussion on this subject)with respect to we11assessed rea1 risks.This tendency is enhanced when the source ofrisk is ubiquitous,but invisible and undetectable through standard household appli
ances,as in the case of electromagnetic fields,which are presents in our environment
everywhere and everyday of our wholelife.The conflict between scientific assertions
and public perception of the content of the assertions themselves,is in these cases en
hanced b y the very diffcre n t meaning of t he world risk in the scientific and genera1
public domainsasclearl y s, tressed in the ICRP publication601 o).
Conceming the relationship between scientific conclusions and reports by the press,
severa1other questions induced the invited scientists to stress methodo1ogicalissues.
During the broadcast on electromagnetic pollution( electrosmog i s a term which ismaking headway in the newspaper headlines),threelisteners quoted a recent observa
tion of an increased tumour incidence in an area in centralItaly (Marche), possibl y due
to the presence of alarge military radar.After epidemio1ogicalstudies,no increase intumour incidence was found,but public opinion seemed unconvinced.An explanationof statisticalsignificance, and of the so ca11ed selective attention effect was therefore
needed.The invited scientists then tried to point out how the aims and constraints of anews reportare intrinsica11y different from those of a scientific research. These interactions between scientists and the audience made clear,in the authors' opinion,that a
deeper understanding of the media procedures and choices relative to scientific topics,
together wi lh a serious consideration of citizen ' s concems expressed by self organisedpress ure groups1 l ) (even when obviousl y driven by i [Tationalfcars),is of uttermost im
portance in defining the criteria for a successfulinformation on radiation effects.

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〇ther questions were clearl y intended to get a better grasp of the problem.Examples
are:"What is the difference between a radiograph and a1ong distance flight in terms of
exposure to radiation?";"Is the intensity of electromagnetic fields influenced by dail yand/or g1obalclimate change?";"Does the increased power of mobile telephones increase the associated risk?";"Does the absorbed dose accumulate over the years?";"Why,in the currentlegislation, professionalworkersare a11owed a higher exposure
than the generalpublic?".
]ln this case,the reactions of the invited scientists were strictl y professiona1:thequestionsare clear,the underlying concem is explicit and not hidden,and in most cases
there is a clear answer to those kinds of questions.
Among this type of questions,twolisteners who appeared to have had some profes
sionalexperience in the past,stressed how the doses presently used for a radiographareconsiderably1ower than a few decades ago.The scientists answered very correctly,

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quoting many pioneer radio1ogists who experienced severe diseases,and stressing how
technicalimprovements and a correct evaluation of the risks involved grew very s1owl y

- 142 -JAERI-Conf

99-01 iand are st加 subject to refinements.Explaining science as a constantly evolving workin progress , quotingfailures and mistakes as we11as successes can be of extreme value
for transmitting the correct messages to the public.Indeed,the claim of authority for ascientific statement can inspire distrust in the public,especia11y if the specific topic is
not yet a we1lestablished knowledge.〇n the contrary,making explicit that science isable to explain many things,but not everything,can help sh rinking the gap between thescientist and the public,generating confidence and trust.
A third set of questions tried,as requested by the conductor during the broadcasts,togive an interpretation to the often irrationalattitude of the public towards therisk re
1ated to radiation exposure.In particular,twolisteners proposed the fo11owing,interest
ingarguments: a) due to the extremely high incidence of neoplastic diseases,people
tend to associate radiation with the pain that cancer treatment inflicts to the patient,with
his distress and that of his relatives.Even if in the case of radiotherapy radiation isgood ,an unconscious association is unavoidable. b ) Conceming electromagnetic
fields,thelack of clearcut answers,and the dail y exposure to which we are a11exposed
during ourlifetime,generate a state of stress in the citizen.Thislimits the possibility of
adopting a rationalattitude toward the problem.

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5. C〇NCLUSI〇NS AND FURTHliR DEVEL〇PMENTS
The firsts three broadcasts of a series of radio programmes devoted to radiation andits many applications in our dail y life were presented.The broadcasts were a first at
tempt to deve1op an approach for anal ysing public understanding of sciences startingfrom the questions posed to the scientists during a radio broadcast,and the answers of
the scientists.
Main advantages of the approachare:
ita1lows a direct contact between the public and the scientists, generating confi
dence and trust;it can represent a non intrusive way to promote public understanding of science;
it can help educating the scientists to communicate their researches;it a11ows to anal yse the spontaneous and emotionalfeelings of the public towardscientific research,thus representing apossible complement of statisticalanal yses.

--

Even conside1ing thelimited data set avaiiable up to now,the approach described
seems to be very promising and a few concIusions can be drawn.
The dissemination of data and research results is not necessaril y reassuring for the
population. 〇ften people strongl y demand data,but are then disappointed by them,realising that they are much more difficult to"use"than expected.Therefore,the infor
mation on radiation related topics should probably focus more on the methodo1ogies
adopted in research rather than on their resuIts. 〇nl y by clarifying the stochastic natureof 1ow exposure risk,the statisticalcontent of epidemio1ogicalstudies,etc.,a fruitfu1
education of the public seems possible.
A scientific research and a news report cover the same event in a completely differ
ent way.Since the public is exposed to news coverage at first,the mechanisms regulat
ing the work of the media needs to be we11understood by the scientific community.In
other words,a"wrong"article on a newspaper could be also regarded as a negative ex
periment,which make us angry but can be very helpfulin redirecting our researches.

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99 0 l 1- The true interrogatives of the public,even when confused and implicit-needs to becarefu11y considered,also taking into account irrationaland emotionalaspects,which
tend to escape from the quantitative analysis which the scientific community is more
1ikely to accept.

In the future,other specifica11y designed broadcasts wiii be edited,transmitted andanalysed.Three more programmes on radiation are already scheduled in the next few
months,and the same scheme wi11be applied to other scientific topics,such as biotech
nolgies and genetica11y modified organisms, public founding of scientific research,earthsciences,etc.The same approach wi11be extended to otherlocalradios of the"Popolare
Network",each having peculiar characteristics and a different audience.Also,a retro
spective analysis of similar experiences in other European countries would be desirable.
As alarger data base of questions and answer willbecome available,it wi11be possible to draw a generalscheme on how to exp1oit interactive radio broadcasts as a meanfor understanding public perception of science,and the pros and cons of such approach
wi11be singled out.

-

-

-

-

1) G.Deehan,Science broadcasting its role and impact.In:Communicating sci
ence to the public.Wiley,Chichester,pp88 99(1987)
2)M.Goldsmith,The science critic,Routledge&Kegan Pau1,London,(1986)
3) J. M.L6vy Leb1ond,La Pierre de Touche,Ga11imard,Paris(1996)
4)Master in Science Communication.(Director,Stefano Fantoni)SISSA ILAS,
Trieste,http://www.sissa.it/ilas/msc.html.
5) M. Fronte,Campi elettromagnetici:innocui o perico1osi?,Avverbi Edizioni,

-

-

-

-

,

,

Roma(1997)
6) P.Fayard,La communication scientifique publique,Chronique Sociale,Paris,(1998)
7) M.Tubiana,T「「 Science and Techno1ogy Awareness in Europe:New ]lnsights. A
European Conference.Rome,20 21November,1997.Book of Abstracts.
8) AM.Weinberg,Science and itslimits,Issues in Science and Techno1ogy, 2 , 5 972(1985)
9) ICRP publication60,1990 Recommendations of the IntemationalCommission
on Radio1ogicalProtection,Annals of the ICRP,vo1.21(1991)
10)L.Carra, 〇nde Sospet1le,Editori Riuniti,Milano(1994)
11) P hantom risk. Scientific inference an d t he 1la w .K.R.Foster,D.E.Berstein,P.W.
Huber,The M「「 Press,Cambridge and London(1993)
,

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2 . 7 日 本の高等学校における放射線 ・ 原子力教育の現状

PRESENT STATUS O F RADIATI ION ANDNUCLEAREDUCATIONAT HIGH S C H 0 0 L I N JAPAN工藤和彦
九州大学大学院工学研究科エネルギ一量子工学専攻

Kazuhiko K U D 0
Department of Quantum Physics a n d Nuclear Engineering,
Faculty of Engineering,Kyushu University
Fukuoka812 8581, JAPAN-

日本原子力学会内に設けられている 「原子力教育 ・ 研究」 特別専門委員会では、 平成 8 年にその活動の一環として高等学校で用いられている理科および社会の教科書の調査を行つた。 その結果、 エネルギー、 放射線および原子力関連の記述のより一層の充実を求める必要があるとの結論に達した。 こ こ で は そ の調査結果の概要を報告し、 関連する学習指導要領の改訂に関する要望を述べる。

1 . はじめに環境、 エネルギー問題に関してわが国の置かれた状況を考えると、 原子力発電の一層の安全性を確保し っっ, 使用済み燃料の処理・処分技術を高度化して
核 燃 料 サ イ ク ル 技 術 の 完 成 を 図 る こ と が 急 務 で あ る 。 このためには、 原子力に対 す る 国 民 の 正 し い 理 解 を 得 る と 共 に 、 この分野に優秀な技術者を確保していくことが不可欠である。

ところが、現在世の中には若者のいわゆる「理科離れ」、「工学離れ」と呼ばれる現象が見られ、 加えて原子力の産業と しての定着が進むに っれて 「原子力」と い う 言 葉 が 若 者 に 対 し て 、 これまでほどに新鮮か っ魅力的な響きを与えなくな っ て き て い る 。 また原子力の安全性に関して、 原子力関連技術者・研究者が払つている多大の努力が国民に伝達されておらず、 こ の こ と が 国 民 の 不 安 を 誘
発 す る こ と に も な っ て お り 、 人材確保に困難を来す遠因ともなっている。 こ のよ うな状況にあって、 原子力教育にかかわる大学等の関係者は将来に強い危機感 を 抱 き 、 初等・中等教育における理科・社会教育ないし原子力教育の改善が必 要 で あ る と 認 識 し 、 上記教育に用いられる教科書の調査を行つた。

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2 . 高等学校教科書 ( 公 民 , 地理 , 理 科 ) における原子力関連の記述の現状と問題点
1)社会系教科(1)社会系教科書(現代社会,政治・経済,地理A)において原子力発電は,①資源・工

ネ ル ギ 一 及 び ② 環 境 , の 視 点 か ら 記 述 さ れ て い る 。 前 者 に っ いては . 地球的課題と しての資源工 ネ ル ギ 一 問 題 , 国 際 社 会 の 動 向 , 現代の経済や国民生活等との関連に お い て 論 ぜ ら れ て い る 。 一 方, 後者に っ いては, 技術の発展が地球環境の破壊をも た ら す一例 と し て , チ ェ ル ノ プ イ リ 発 電 所 の 事 故 を 取 り 上 げ て 論 じ て い る も の が

多 く , さらには核実験による環境汚染の問題に言及しているものもある。

( 2 ) 一般に原子力発電の問題を社会系教科書で扱う とすれば, 各発電方法の長所, 短所を客観的に併記した上で, その選択に っ いて考えさせる立場を取るのが適切と考え
ら れ る が , 現 行 教 科 書 で は こ の 点 か ら 見 て 妥 当 性 を 欠 く も の が 見 ら れ る 。 その多く
は , 記述に公正を欠き, 原子力発電の短所の説明には力を入れているが , 長所に っいては極めて簡単な説明にとどめるか, あるいは記述を省略している。 こ れ ら の ケースでは執筆者の原子力発電に対する否定的な主観が根底にあり, それが使用された語句の端々に表れているように感ぜられることが多い。例えば,①極端な事例を示 し , あ た か も す べ て の ケ ー ス が そ う で あ る か の よ う な 印 象 を 与 え る 記 述 . ②曖味で イ メ ー ジ を 損 な う よ う な 語 句 や 表 現 を 用 い て い る 記 述 , ③根拠が不明確であった

り誤つて伝えられた海外の原子力事情の一面を強調する記述等が多く見られる。

( 3 ) よ り 複 雑 な 状 況 を 生 じ て い る の は , 問題の多くが表現上の微妙な言葉の綾に起因して い る 点 で あ る 。 すなわち, 不 適 切 と 判 断 さ れ る 表 現 の う ち , 明 ら か な 誤 り と 断 定できる例はむしろ少数で, 多くは原子力発電に関する表現に微妙な偏りがあり , 記
述全体のトーンが感性的又はバランスを欠く と判断される状況である。 したがってた と え 一 部 の 語 句 を 訂 正 し て も , 全 体 の ト ー ン は ほ と ん ど 変 わ ら な い 。 教科書の記
述 と し て は 本 来 , より客観的で, 中立的な立場からの記述が必要であると判断され,この状況を是正するためには記述の大幅な改訂が必要であると考える。

2)理科(「総合理科」の指導資料を含む)( 1 ) 理科教科書では, 物理及び総合理科 (指導資料) の中で放射線や原子核, さ ら に は
原子炉や原子力発電に っ い て あ る 程 度 詳 し い 記 述 が あ る 。 これらは一部を除けば社
会系教科書に比べ客観的で, あ る 程 度 正 し い 理 解 が 得 ら れ る よ う 配 慮 さ れ て い る との 印 象 を 受 け る 。 記 述 も バ ラ ン ス が 取 れ て お り , 例えば放射線の危険性に っ い て 述
べ る と 同 時 に そ の 利 用 にっい て も 記 述 さ れ て い る と い う 具 合 で あ る 。

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99 - 0 l i(2)一部の教科書で原子力発電の安全性や放射性廃棄物の処分に関連して,社会系教科
書 と 類 似 し た 記 述 が 見 ら れ る 。 これは物理の学習指導要領の中で,「放射能及び原子力の利用とその安全性の問題にも簡単に触れること。 」 と 書 か れ て い る こ と に 従っ た も の と 推 定 さ れ る が , その内容に 「理科」 の 立 場 か ら 具 体 的 な 記 述 が な く ,,「問題あり」というような簡単な表現で終わってしまっている。

( 3 ) 物理の教科書や総合理科の指導資料の中に見られる放射線や原子力発電などに関連した記述を詳細に見ると, 用いられている数値や単位, 用語や図面等に誤りや適切でないものが幾つか見受けられる。

( 4 ) 化 学 I Aでは5教科書中3点に,生物I Aでは5教科書中1点に,地学I Aでは1
教 科 書 中 1 点 に , 環 境 の 保 全 と 資 源 利 用 に 関 連 し た 記 述 が あ り , その中で一部原子力発電やウラン資源に関連した事項が取り上げられている。 しかし地学I A を 除 き

その内容は, 社 会 系 教 科 書 と 類 似 し て 極 め て 希 薄 で あ る か , あ る い は 記 述 が な い に等 し い 。 例えば, 化石燃料の使用に っ い て 温 室 効 果 や 酸 性 雨 の 問 題 が 取 り 上 げ ら れて お ら ず , またそれと対比する形での原子力発電の位置付けがなく, エ ネ ル ギ ー の新技術としても原子力に関する記述が全くない(化学I A ) という例もある。

( 5 ) 化 学 I Bでは11教科書のいずれにおいても原子力及び放射線関連の記述は見られない。 生 物 I Bの8教科書ではいずれも原子力に関連した記述は見られないが, 放

射 線 に っい て 突 然 変 異 に 関 連 し て 触 れ て い る の み で あ る 。 地 学 I B で は 4 教 科 書 中

1 点 に ウ ラ ン 資 源 に 関 連 す る 記 述 が 見 ら れ る が , その内容は極めて貧弱である。

( 6 ) 理科教科書に関連する最大の問題点は, 放射線 , 放射能や原子力に っ い て 物 理 と 総
合 理 科 ( 指 導 資 料 ) の 中 で あ る 程 度 取 り 扱 わ れ て い る も の の , 化学や生物, 地学では 全 く 記 述 さ れ て い な い か , ほ と ん ど 記 述 が な い に 等 し い こ と に あ る 。 これは生徒が物理を選択しない場合, 放射線や原子力に っ い て 正 し い 理 解 を 得 る 機 会 が な い こと を 意 味 し て い る 。 さ ら に , 平成6年度における高等学校理科の全教科書中に占める 物 理 ( I A 十 I B ) の 採 択 率 は 1 1 %にすぎないこと,総合理科においては教科 書 す ら な い こ と , ま た 全 体 の 6 0 %近 く を 占 め る 化 学 I B ( 3 3 . 8 %) と 生 物

I B ( 2 4 . ・ 3 %)に放射線や原子力に関連する記述がないに等しいことを考える と , 次世代を背負つて立つ若者に与えるその影響は深刻である。 これは, ひ と り
原子力関連分野に対する影響ばかりでなく,ミクロの視点が必要とされる先端科学

技術すべてに っ いて同樣の影響をも っ と 思 わ れ る 。

3 . 学習指導要領改訂の要望
既 に 述 べ た よ う に , 我 が 国 に お い て 原 子 力 発 電 は 基 幹 工 ネルギ 一 源 と し て 他 に 変 え が た

い 地 位 を 占 め る に 至 つ て お り , 当面この原子力エネルギ ー を堅持しながら, 核燃料サイクルを健全に完結させていくことが,今後の命題である。そのうえさらに長期的な視点に立つて, 地球環境の保全, エネルギー資源の確保と有効利用を考えながら, 我が国がどのようなェネルギる。

一 源 の 選 択 を 行 つ て い く か は , 我 が 国 の 将 来 の 発 展 に と っ て 極 め て重要であ.

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一方, 原 子 力 に 関 連 す る 諸 問 題 に は 国 民 の 関 心 も 高 く , 種 々 の 議 論 が あ り , 原子力は単に科学技術の問題であるばかりでなく, 大きな社会問題となっている。

こ の よ う な 状 況 に あ っ て , 我が国の今後の原子力の利用に当たっては, 原子力に対する国民の正しい理解を得ながら, それに基づいた適切な判断を求めていくことが不可欠である。 こ の た め に 高 等 学 校 に お け る 理 科 と 社 会 の 科 目 の 中 で 取 り 上 げ ら れ る 原 子 力 に 関 連 した 教 育 が 極 め て 重 要 な 役 割 を 担 つ て い る 。 こ の 期 待 さ れ る 役 割 を 果 た す た め に は , 現在の学習指導要領の言葉を借りれば,「 自 然 の 事 物 ・ 現 象 にっいての理解を図り , 人間と自然・と の か か わ り に っい て 認 識 さ せ る 。 」 中 で , 原 子 核 や 放 射 線 , 放 射 能 に 関 す る 理 解 を 深 め「 人 間 尊 重 と 科 学 的 な 探 究 の 精 神 に も と づ い て 広 い 視 野 に 立 つて現代の社会と人間に っ いて 理 解 を 深 め さ せ る 」 過程において原子力利用技術に関する正しい知識を得させ,「現代

社会の基本的な問題に対する判断力の基礎を培う。 」 と 共 に 「国際社会に生きる日本人としての自覚と資質を養う。 」 ことが必要である。

し か し な が ら , 現在の社会系教科書及び一部の理科教科書中での原子力に関する記述は
偏 つ て , バ ラ ン ス を 欠 き , 前 述 の 目 標 を 達 成 す る に は 不 十 分 で あ る と 考 え る 。 社会系教科書における原子力に関する記述の問題点は既に述べたとおりであり, これらがより客観的で中立的な記述に改善され, その本来の目標が達成されるよう学習指導要領及びその解説の中で指導がなされることを希望するものである。
社 会 系 教 科 で 原 子 力 の よ う に 高 度 に 技 術 的 な 問 題 を 取 り 扱 う 場 合 に は , 原子力に関する

正 し い 科 学 的 理 解 を 生 徒 が も っ て い る こ と が 不 可 欠 で あ り , 誤つた知識に基づいては, 正

し い 判 断 を 下 す こ と は 困 難 で あ る 。 こ の 点 に 関 連 し て , 原子力に っ いて正しい科学知識をも っ日 本 の 高 校 生 の 割 合 が 国 際 的 に 比 較 し て 著 し く 低 い と い う 最 近 の 調 査 結 果に深い危惧の念を抱くものである。
原子力に関連した科学的理解を深めさせるのは理科教科においてであると考えられるが,既 に 述 べ た よ う に , 現在の理科教科書及び指導資料における放射線, 放射能や原子力に関す る 記 述 は 一 部の教科 (物理と総合理科) に 限 ら れ て お り , これらの科目を選択しない大多数の生徒は放射線や原子力に関する科学的理解を 得 る 機 会 が 極 め て 乏 し い 状 況 と な っ て・-

い る 。 このことが上述の高校生のェ ネ ル ギ 一 教育の調査結果にも如実に表れたものと推定

さ れ る 。 現代の科学技術の根幹をなす原子・分子に関する理解を生徒に求める上で, 放

射 線 や 放 射 能 の 知 識 は 不 可 欠 の も の で あ り , その記述が物理及び総合理科以外にほとんど
見 ら れ な い こ と は 憂 慮 す る べ き 状 況 と 考 え る 。 理科教科書に っ い て こ の 点 の 改 善 を 図 り ,,生徒の科目の選択にかかわらず, 放射線, 放射能や原子力に関する科学的な理解がある程度 得 ら れ る よ う , 前記二科目以外の教科書においても関連事項の記述とその内容の充実を強く望むものである。

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参考 : 高等学技教科書中の原子力に関する不適切な記述例

以下には調査を行つた高等学校教科書 ( 平 成 5 年 検 定 済 み , 公民, 地理, 理科) に っ いて す べ て を 網 羅 す る も の で は な く , 一部の例のみを示す。

1 ) 極端な事例を示し, あ た か も 全 体 が そ う で あ る か の よ う な 印 象 を 与 え る 記 述① 「 い っ た ん 事 故 が 起 こ る と , 放射能の及ぼす影響は大きく, 放射性物質によって地

球上はおおわれてしまう。」「高等学校

政 治 ・ 経 済 」 , 第 一 学習社, p . 1 0 1 .

② 「 核 燃 料 輸 送 中 の 事 故 や 核 ジ ャ ッ ク の 可 能 性 が あ る こ と , 原子力関連施設に対する軍事攻撃を受けた場合, 通常兵器によるものでも核戦争なみの放射能被害を生じること」「現代社会」,山川出版社, p . 4 9 .

③ 「また原子力発電に利用された冷却水や洗浄水なども沿岸の海に放出されている。
こ の よ う な 累 積 す る 核 廃 棄 物 の 処 理 は , 運転中の放射能もれや核燃料の再処理工場の 安 全 な ど と と も に 人 類 を 核 f号 染 か ら 守 る う え で 重 要 な 課 題 で あ る 。 」「地理B」,教育出版社, p . 1 1 5 .

④ 「核分裂による放射能は, 直接人間の生命を奪うほか, その放射能によって白血病やガンなどの治癒の困難な病を引き起こし,胎児にも影響を及ぼす。さらに,動植物が被爆した場合でも食物連鎖によって人間の体内に蓄積され, 人間に被害が生じる。」「地理B」,教育出版社, p . 1 1 4 .
⑤「放射能漏れだけでなく,使用ずみの核燃料を含む放射性廃棄物の処理や廃炉の解体などに関連して, 安全性を確立するじゅうぶんな見通しがいまのところ立つていない」「現代社会」 , 三省堂. p.77.

⑥「原子力発電所から排出される使用済み燃料やその他の放射性廃棄物は,焼却できな い た め 特 殊 容 器 に 入 れ て 保 存 す る こ と に な っ て い る が , それらは増加する一方であ り , 最 終 的 な 処 理 技 術 も 確 立 し て い な い こ と な ど か ら 一 一」
「新政治・経済」,清水書院, p . 1 3 7.

148

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JAERI Conf

99 - 0 l i⑦ 「放射線の毒性を解決する技術的方法は確立されておらず 一一 」
「新高校現代社会」,

一 橋出版,

p.19.

2 ) 暖 昧 で イ メ ー ジ を 損 な う よ う な 語 旬 ( 下 線 部 ) ゃ表現を用いている記述①「爆発したチェルノブイリ原発の内部」「新高校現代社会」,一橋出版, p . 1 9 .
② 「 し か し , 核 分 裂 に よ り 生 ず る 「死の灰」 の処理など, 安全性をめぐる問題が他の代 替工 ネ ル ギー と は 異 る 点 で あ り ・ 一 ・ ・」「新高校現代社会」,一橋出版, p . 1 1 .

③ 「関西電力美浜原発2号機で, 核 燃 料 を 冷 や す 1 次 冷 却 水 が 大 量 に 漏 れ だ し「新高校現代社会」,一橋出版, p . 1 1 .

④ 「 「死の灰1 のひろがりは風向に左右された。 チ ェ ル ノ プ イ リ に 東 京 を 重 ね ると 一一 」「現代地理B」,清水書院, p . 1 8 3 .
⑤ チ ェ ル ノ プ イ リ事故に関連して「 一一 原子炉が爆発する事故が起こった。 被 災 者 の 数 は 数 十 万 と も 数 百 万 と も い
わ れ る 。 原 子 炉 は 2 人 の 遺 体 と と も に コ ン ク リ ー ト で 固 め ら れ 一一 」

「高校物理I A 」 , 新 興 出 版 社 , 啓 林 館 , 第 3 部 冒 頭 写 真 の 説 明 .

⑥ 「原子力には原子炉の爆発や放射線漏れをいかにして防ぐかという大きな課題がある。」「高校物理I A 」 , 実 教 出 版 , p . 8 7 .

3 ) 根拠が不明確であったり誤つて伝えられた海外の原子力事情の一 面を強調する記述① 「 1 9 7 9 年 の ア メ リ カ の ス リ ー マイル島の原子力発電所の事故でも,周辺地域に多大な放射能被害をもたらした。 」「高等学校

現代社会」,数研出版, p. 2 5 .

② 「使用済み核燃料の廃棄物が年々増加し, ヨ ー ロ ツ パ で は , 地下の岩塩鉱山跡や大西洋の深海底への投棄が実施されている。 」「地理B」,教出出版, p. 1 1 5.

- 149

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J A E R I Conf

9 9-0 1 1

③ 「 ア メ リ カ で は , ス リ ーマ イ ル 島 原 子 力 発 電 所 の 新 設 を 認 め な い 方 針 を と っ て き たが, 代替エネルギ ー の 見 通 し が で き て か ら 廃 止 と い う 形 で 見 直 し が お こ な わ れ , 1
991年原子力発電所の増設を発表した。」「現代社会」,実教出版, p . 4 4 .
チ ェ ル ノ ブ イ リ事故に関連して④「このチェルノブイリ事故は野菜, 牛乳,小麦などの食物を汚染したばかりでなく

l
」;
Mい
l i

た っt

.

i 1

・

l二1

L

,

.

,、
,

・

.ガ ン ナ ' ? t ''
'

こ ̲

M

.

l

」

「現代社会」 , 三省堂, p . 7 6 .

-⑤ 「願 I ン バ

の

a

̲

の

,

い

ンが

*)

」

「 地 理 B 」 , 東 京 書 籍, p . 1 3 4 .

m基?は里̲解.f 輩̲L?
̲ i 性畫
がi̲全̲主、てい
f「'i養lt 二' ̲」⑥ 「 チ ェ ル ノ プ イ リ 原 子 力 発 電 所 の 事 故 に よ っ て , 大量の放射線物質が大気中に放出

され,風

.

°

1

̲

・

.

).
a

「新詳地理B最新版」 , 帝国書院, p . 1 0 2 .

⑦ 「一 一 そ の 後 の 放 射 線 被 曝 な ど に よ る 死 者 は 7 0 0 0 人 と す る 報 告 も あ る 。 」「現代社会」,三省堂, p . 7 6 .

註1 ) 下線および波線は本書作製にあたり付したものである。

2 ) * 国際原子力機関 ( I A E A ) の要請を受けた国際諮問委員会 ( I A C ) の調査結果によれば, チェルノプイリ事故の放射線被ばくを原因とする白血病やガンの発生はこの時点(1991年)までに確認されていない。なお,その後の調査によれば, 1 9

94年の時点で事故の放射線被ばくによる影響として白血病が増加していることは確

認 さ れ て い な い 。 べ ラ ル ー シ 及 び ウ ク ラ イ ナ と ロ シ ア の 一 部地域で甲状腺疾患が増加

し て い る が , こ れ と チ ェ ル ノ ブ イ リ 事 故 か ら の 被 ば く 線 量 と の 関 係 に っ いては, 今後の調査と研究を待つ必要があるとされている。

iii「■

JAERI-Conf-

99 0 l i

2 . 8 PRESENT STA TU S OF R A DLA「 I O N EDUCATION I N KOREA-

Bum Jin Chung-

Atomic Energy R & D Division,Ministryof Science&Techno1ogy, 2 701Govemment
Complex Kwachon,Kwachon,Kyunggi Do,427 760 Korea

-

-

-

ABSTRACT

Korea is one ofthe world's most dynamic countries in the use ofnuclearenergy
for power generation. FourteenNPPs are currently in commercia1operation and six
additionalplantsare under construction. According to the country's Long Term Power
Deve1opment Plan, ten m o r e N P P s w i 1 1 b e constructed by 2015 . The Korean
govemment has experienced difficulties in acquiring nuclear facility sites and is,therefore, wellaware ofthe importance of public acceptance. Many programs havebeen initiated to educate the public on the values and benefits of nuclear energy. This
paper discusses one of thelong term programs that focus on educationforfilture
generations, which include education programs for teachers and students,nuclear
facility visit programs,seminars and workshops,scholarship programs,and schoo1
curriculum reorganization activities.

-

1 . INTRODUCTION

Korea is one ofthe world's most dynamic countries in the use ofnuclearenergy? r power generation. Since1978when the first commercialNPP(nuclear power plant)
K o r i # 1 u n i t began operation,the nuclear power generation has been vitalized andcurrentlyfourteenNPPsare in commercia1operation and six additionalplants are underconstruction. According to the country's Long Term Power Deve1opment Plan,ten more
NPPs wi11be constructed by2015 . l )A1ong with the nuclear power generation,the application of radiation andradioisotopes CRIs)has contributed to the deve1opment of industries,scientific research,disease diagnosis and therapy. Theareas ofapplication have diversified in para1lelwith
the nation's economic deve1opment and the enhancement ofthe quality of life. A s o f
December3l,1997,the number of institutions using radiation andRIs had reached1,315 .2・3) Tablelshows the current radiation andRIapplication statistics.

151

N. D. T.

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99 - 011

Table1 . Radiation&RI Applications Statistics in Korea
Type of Use
Category of Organization
RI
Rad. Gen.
347
Genera1536
34
35
Industria1
Firms
22
4
Sales
593
385
Subtotd111
40
Hospitals
204
195
Education&Research Org .
5
2
Others
Tota1
913
622

Tota1

#ofUsers

883

800

69

35

26
978

23
858

151

111

399

339

7
1535

7

-

1

1,315

The Korean govemment has experienced difficulties in acquiring nuclear
facility sites, especia11y radioactive waste management facility sites. From thisexperience,the importance of public acceptance (PA)was understood and many
programs have been initiated to educate the public on the values and benefits of nuclear
energy.

-One ofthe1ong termPA activities is education programs forfilture generations.
This paper reviews the current status of atomic energy education in Korea andintroduces the current activities on the topic.4)

2. OVERVIEW 0 F CURRENT SCH00L CURRICULUMSTextbooks play important roles in the education of the youngsters. Especia11y
in Korea,the authority oftextbooks is said to be comparable to that of the Bible. The
sequences and contents of schooleducationfollow those oftextbooks and everydetailof textbook has important meaning .5) Furthermore most schools adoptalmost same
cul Ticulums and textbooks.

Elementaryschoo1(6yearcourse)curriculums do not cover much of atomic
energy. The"Society"subject introduces atomic energy as one of power sources and" Society Investigation"subject deals with the annualelectricity generation statistics andthe comparison ofpower sources:hydroelectric,fossilfile1,atomic,etc. It is strange tonote that the symbo1ofpower plant does not appear on maps.
Middle schoo1(3year course)curriculums cover basic knowledge of atomic
energy and nuclear power generation in " Science","Technology","Industry", a n d"Environment"subjects. The Environment"subject deals with the comparison ofthe
fossilfueland nuclear power plant and the radioactive waste management problems.
The" Society"and"Politics"subjects dealwith nuclearpower generation statistics and153

JAERI-Conf-

99 0 l l-

the importance of nuclearNon Proliferation Treaty; I t is notable that thereare room forrole play on the topic that "Ifradioactive waste managementfacility is built in ourvillage"High school(3 yearcourse)curriculums cover comprehensive knowledge on
atomic energy uses. The basics of atomic physics such as atomic structures,radiation,
R I applications,chain reacti o n s , P W R & P H W R , n u c l e a r f ilsion,radioactive waste
management, are covered in "Science", "Physics", "Chemistry", "Mechanics","Industry",etc. The statistics of energy resourcesare dealt in"Geography" . The"Ethics"describes the K E D 0 activities positively in relation to the reunification of
Korean Peninsula. The Electric Power subject covers the comprehensive knowledge
onNPP. The radioactive waste management problemsare dealt in"Politics"and somediscussion topics related to atomic energy issues were provided in"Literature"and"Narration"subjects. The current educationalcurriculums and those related to atomic
energy were tabulated in Table2and3 .6)
Table2. Statistics of Subjects/Texts Related to Atomic Energy(AER).
# o f subjects#oftexts
AER
AER
Total
Total
5
38
29
5
ElementarySchoo1
12
168
44
21
Middle Schoo1
High Schoo1
Tota1

77

42

310

181

l27

59

516

230

Table3 . Subjects Related to Atomic Energy,

Subjects related to atomic energy
Elementary
SchoolMiddleSchoolHigh
Schoo1Society 1 2 3,LivingGuide,Maps
Environment,Korean Language,Society,Ethics,Historll1,1 Industry1
23,Science123,Maps

Industria1 Chemistry, Physics, Chemist ry, Industria1 Mechanics,
Geo1ogy,Introduction to Industry,Politics,Ethics,Power Generation,
GeneralElectricity,Food,Bio1og y,Fishery,Environment Techno1ogy,
Society,Physics Experiment,Historyof Science,Literature,W riting,Geography, Society & Culture, Narration, Industry, Techno1ogy,

Geo1ogy12,Bio1ogy12,Physics12,Chemistry 12,Maps,etc.

154 --J A E R I Conf-

9 9 011

mES 0 N NEXT GENERATION EDUCATION

3 . CURRENT ACTIV

Next generation education program is composed of lecture courses,nuclear
facility visit programs,seminars and workshops,scholarship program,and schoo1
curriculum reorganization program.
The purpose oflecture program is to disseminate scientific information on thepeacefi11use of nuclearenergy. This program is composed of lecture courses forteachers and students,and nuclear expert'slectures at schools. I n 1 9 9 7 , w e held173
1ecture courses and17,029teachers and students participated.
In order to build the 1familiarand sound image on NPPs,nuclearfac通ity visit
program is opened and nuclearscience camps for students,workshops for professorareorganized. The detailed statistics ofabove programs is summarized in Table4.
In addition to the above activities,educationalaids such as educators'guides
and audio visualmaterialsare prepared and distributed to help themleam and teachnuclearenergy extensively and correctly. To inspire an appetite fior writing and to fioster
culture in the youngsters,we invite middle and high schoolstudents to enterwriting anddrawing contests. Contest entrantswillhave chanced towin overseas trips.

-

Table4 . NextGeneration Education Statistics.
1996

Program
Lecture Courses
Teachers
Students#ofcourses- Nuclearexpertlectures
Nuclear FacilityVisit- University students- High schoolstudents
Seminars&Workshops- Nuclear science camps- Workshop for teacher

28
20
8

Workshop for professor

4

-

9
4
5
12
2

6

1997

#of
persons
5,306
3,594
1712
1

600

160

440
635
160
435
40

#of
courses

#of

173
16
21
136

persons
17029
2083
7383
7563

8
4
4

1042
160
782

13
1

818
300
468
50

8
4

l

l

1

1

l

Whiie providing integrated and systematic educationalprograms for the
youngsters,we tryto have schoolcurriculums reorganized to deliver an accurate pictureof nuclearenergy. As shown in Table5,there are about2.4mi11ion students andteachers in Korea. Because of thelimitations of manpower a n d f u n d , t h e direct
educationalapproaches such aslecturecourses,nuclear facility visit program,etc. reach-

J A E R I Conf-

99 011o n l y 1 % o f students. Thus most emphases are on schoolcurriculum reorganization
program.
Table5 . Number ofSchools,Students,and Teachers.7)
Middle Schoo1
Elementary
5721
2720
# o f Schools
3800540
2379963# o f Students# o f Teachers
138,67097931
3944931Tota1
2,480,614
l

l

1

1

1

l

High Schoo1

l

1,892

1

2,331,725

1

104,404

2,438,021

As shown at Table2and3, subjects and textbooks related to atomic energy are
surveyed and requests for corrections regarding the negative or wrong descriptions,aremade to the MinistryofEducation. In1996for the18requested subjects,6corrections
were made.

Besides the curriculum survey,NextGeneration Education Committee wasformed to converge the opinions on the atomic energy education,which is composed of
educationaland nuclearexperts. Nuclear facility visits for textbook authorsareorganized togive them the right knowledge on atomic energy use so that they may
describe atomic energy matters objectively. Also supportive activities such as
preparation of educationalaids andarrangement of topicalmeeting on atomic energy,
are supplied .

4. CONCLUSIONS
I n order to bring up ourfilture generations to understand the peacefi11use of
atomic energy, t h e proper educations on the topicare veryimportant. This paper
reviewed the present status of schooleducation in Korea.
This paper introduced direct educationalapproaches such aslecture courses,
nuclear facility visit program,etc. and indirect educationalapproaches of school
curriculum reorganization program. Considering the efficiency of education, which canbe defined by the influence of education,it is concluded that most emphasis should bemade to schoolcurriculum reorganization program.
,

ACKNOWLEDGEMENT
The author wishes to acknowledge the support ofthe MOCIE and the OKAEA
for providing valuable materials.

155

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9 9 - 01 i

REFERENCESl ) " The Long Term Power Development Plan,"MOCIE(Ministryof Commerce,
Industry&Energy)Republic ofKorea,(1998),2)"Atomic Energy Activities in Korea,"MOST?nistryof Science & Techno1ogy)
Republic ofKorea,37(1998)
3) "Statistics onRadiation Practices in Korea,"MOST KoreaRadioisotope Association,

-

-

,

1 3(l998)
4) " The AnnualReport ofOrganization 1for Korea Atomic Energy Awareness,"0KAEA,
104 129(1998)-5)"Proceeding ofAtomic Energy Advertisement Seminar,"(1997)
6) "Review ofKorean textbooks,"0KAEA prop1ietarydocument(1997)
7)''AnnualReport of SchoolEducation, Korean Education Newspaper Office(1998)

156

- 157 --J A E R I Conf-

9 9 0112 . 9 STATUS 〇FRADIATION EDUCATI〇NANDTRAINING INTHEPHTIIPPINES

Corazon C. Bemido
Philipp,ine NuclearResearch Institute, Commonwealth .Avenue,]:)iiiman,OQuezon City 1101,
Philippines

Thereare threemajorsourcesandlevels of obtaining radiation or nucleareducationand training in the Philippines:the secondaryschools or highschools;colleges anduniversities;and trainingcourses in nuclearscienceand radiation protection ofilered bygovemment agencies such as the Philippine NuclearResearch Institute(PNRI)ofthe
Department of Science and Techno1ogyand theRadiation Health Service CRHS)ofthe
Department ofHealth.This paper summarizes the status,some ofthe activitiesand someofthe problems of radiationeducation in the Philippines.
l. INTR〇DUCTl〇N

At the present time,there is a general negative public perception about anything
associatedwith the word"radiation"or ''nuclear''. The mostcomprehensive and ef liective
way tocounteract this negativeperception would be to educate the young generation inschools and introducenuclearsciencetopics in a1llevels of theeducationalsystem.
Radiation and nuclearsciencetopicsare not taught in the elementaryschoo1.There is aneedto upgra(1le and ef liiotivelyimplernent nuclearscienceeducation in the secondaryleve1
or highschoo1.Thereare6,673schools offering secondaryeducationallover thePhilippines, and there are aroundl00,000 highschoolscienceteachers.
The Philippine NuclearR,eseal lch lnstitute(PNR1),, aninstitute under the Departmentof Science and Technology ( DOST),is thesole govemmentagency in charge ofmatterspertaining to nuclearscience and techno1ogy,and the regulation ofnuclear energy. The
P N R I i s taskedwith f ast tracking nucleareducation and infiormation,togetherwith the
Department of Education,Culture and Sports 0[)ECS),the Commission on Higher
Education(CHED),and some othergovemment agencies which constitute theSubcommitteeon NuclearPowerPublicEducation and In;fomntion,byvirtue ofExecutive〇rder243enacted by then PresidentRamos on May 12,1995.This Executive 〇rder
clleatedthe NuclearPower Steering Committeeandthe Sutlcommitteeon Nuclear Power
Ptlblic Education andInformation is one ofthe subcommittees under it.
The only other govenmentagency that provides radiationeducation/radiation
protection training is theRadiation HlealthService(RHS), anagency under the Department
of Health responsibleforlicensing users of X ray machines. R H S provides radiation
protection training to X ray technicians and users.

-

-

-

2. PRESENT STATUS 〇FRADIATION EDUCATI〇N「 「RAIINING ACTIVm E S
2. 1 SecondarySchoolor HighSchoolRadiation Education
The system of secondaryschoolor highschooleducation in the Philippines hasa
dumtion offouryears,other countries have five or six years. Secondaryeducationfollows

158 --J A E R I Conf

9901 ithecompletion of sixorseven years of elementaryeducation. The secondaryschoo1 scienceeducation program consists ofGeneralScience(1First Year),Bio1ogy(Second Year),
Chemistry(Third Year)and Physics(Fourth Year). Each course is taught fortwo periods
equivalent to80minutes per day,witha credit oftwo units. Radiation and nuclear science/techno1ogyincluding nuclearpower are taught mainly in the fourth yearscience andtechno1ogycurriculum,underPhysics. In the ge,neraland specificlearning competencies forfourth yearhighschoolPhysics,radiation and nuclear science topics including nuclear
power are taughtlast,under the chapter on"Matter and Energy. "As published by the
Bureau of SecondaryEducation,of the Department of Education, Culture and Sports,
Table11iststheGeneral and Specific Leaming Competencies under"Matter and Energy,"
which is thelast chapter tobetaught in the fourth yearhigh schoolscience and techno1ogy
cur1iculum.1
Table1 . Generaland Specific Leaming Competencies Under
Matter and Energy" lVII. Matter and Energy
1 . Demonstrate understanding on the dualnature ofmatter and energy
1 . 1Explain photoelectric ef fiect.
1 .2 Use the photon theoryto explain fluorescence and the principles ofa photo ce11,photovoltaiccellandlaser.
1 . 3Restate the meaning ofthe dualnature ofmatter and energyin one's
own words.
1 .4Explain Einstein's matter energyequivalence,mass de1fect,and
nuclearbinding energy.
1 .5 D i f Rerentiate nuclear fission,chain reactionandfilsion.
2. Manifest scientific thinking on nuclearradiation.
2. 1Recognize the contributions ofBecquere1,Pierre and Marie Curie
on radioactivity .
2.2Distinguish threetypes ofradiationsgiven off by radioactive
substances and their effects onliving things.
2.3W「ite equations on nuclearreactions.
2.4Cite some uses ofradioisotopes in medicine,agliculture and industry
2. 5Explain the principle ofradiation safety.
3 . Understand basic physics principles o f a nuclearpower plant and anuclear weapon and their ef fects on man and the environment.
3 . 1 Compute the energyreleased in a nuclearreaction.
3 .2Describe theimportant features o f a fission reactor.
3 .3 Explain the fission andfilsion processes in nuclearweapons.
3 .4Discuss environmentaleffects ofnuclear reactors and weapons.
3 .5Evaluate the findings made by scientists,environmentalexperts andother technocrats on the use ofnuclearpower in the Philippines.
4. Explain energyand interactions as unifying concepts in physics.
4. lDescribe and diflierentiate some elementaryparticles.
4.2Explainfour basic interactions.
4.3 Discuss briefly the physicists'search fior unification in physics.

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- 159 -99 01 iJAERI-Conf

The main problem of radiationeducation in thesecondaryor highschoo11evel is thatmany highschoolscienoeteachers omitteaching radiation and nucleartopics since theyare
found in thelast chapter,and taken up towards the end ofthe schoolyear. I n addition,avastmaljorityofthescience teachers do not have the necessaryqualifications,competence
and training to teach these topics. In genera1,the situation in the Philippines is that onlyaround20%or evenless,depending onthe field of science,ofhighschoolscience teachers
are qualifiedto teachthesesubjects. This means,for example,that many ofthe highschool
Physics teachers are not actua11y Physics ma]ors. To solve this problem there is an urgent
need toeducate and trainscienceteachers in orderto give them enough confidenceto teachnuclearscience to their students. There isalso a needfor the availabilityof goodaudio/visualteaching aids that would make radiation and nuclearsciencetopics interesting
and understandable. Thesewould include teaching modules completewithvisualaids suchas transparencies or tape slides, and computer aided instruction for use in those schools
where computersare available to the students. Another approach to solve this problem
would be to introducenuclearscience topics in the present secondaryschoolcurricula,not
only under Physics(Fourth Year)butalso in the1ower years as we11. Some possible entry
pointsfor nuclearscience topicsare shown in Table2.

-

Table2. Some Possible EntryPoints for Topics onRadiation
and NuclearScience in the HighSchoolCurricula2

SCIENCE SUBJECTPOSSIBLE ENTRY POINT-

GeneralScience(First Year HighSchool) Topic on Energy underforms andtransfiormations ofenergy,and sources ofenergy, nuclearenergycould be
introduced-

Bio1ogy(Second YearHighSchoo1)

Topic onGenetics under gene mutation,
radiation could be introduced as
producing better strains ofplants,as usedin mutation breeding

Chemistry(Third Year High School)

Topic onInside the Atom understructure ofthe atom and subatomic
particles,radioactivityand transmutation
ofthe elements could be discussed

Physics CFourth YearHighSchoo1)

Topic on Matter and Energy this is themain entrypoint oftopics on nuclear
science,nuclearpower plants andradiation safiety--

2.2 College or universityLevelRadiation Education]1n the Philippines,nota11curricula for a Bache1or of Science co11ege or university
degree incorporate nuclearscience/technologyas a one semester course(consisting o f 3
units) . Althoughrecommended by the TechnicalPane1ofthe Commission on Higher
Education(CHED),it is not a requirement but the option o f a particular schoolto include

- 160 --J A E R I Conf

99 - 01 i

nuelearscienceandtechnologytopicsasa one 前 式前 oo田 in some Bachelor of Sciencecu mcula.For example,the B.S.Physics curricuh;m may include onesemesterofNuclear
al:ld Particle Physics;the B.S.Chemical Engineeringcumculum may in1clude onesemesterof nuclearchemistryor nuclear chemicalengin1eering.The B.S.ElectricalEngin,eering
curriculum includes one semester of nuclearengineering.T1l,e B.S.in Radiologic
Technology includes onesemester ofradiation protection.There is onlyone universityof fleriJ11gamasteraldeg【・eein MedicalPhysics,andradiation protection is includedasa one
semester coursein its cumculum. Althoughin the pastan M.S.NuclearEngineering
degree wasofllei red atthe Universityofthe Philippines in preparation forthefirstnuclear
power plant,thisM.S.programhasbeen inactive since the govemrnent decided not to
operatethis nuclearpower plant.

-

2.3 PNRIActivities
The Philippine NuclearResearchInstituteregularly conductstraining courses innuclearscience and technology,and radiation protection tousers of radioisotopes inacademic and research institutions,hospitalsand medicalinstitutions,anddifferent
industrialcompanies.Italso conducts training courses in nuclearscience and technology
fio rhighschoolscience teachers,and co11ege/universityfiiculty.The five week training
coursesare:Seminai in NuclearScience for HighSchoolScience Teachers;Nuclear
Science lfor University/Co11ege Facutty;and Radiation Cytogenetics Course.Some ofthe
1four week coursesare:Radioisotope Techniques Training Course (either 1lior medical,for
academe,or fioragriculture);IndustrialUses ofRadioisotopes Course; andRadiobgical
Health and SafetyCourse. Two week courses include the Training Courseon
Radioimmln oassay, and Radiographic Testing(Nondestructive Testing)Course.A one
week Introduction to NuclearScience Courseisalsooffered to highschoolteachers,or
0 m り 如的uponrequest by aparticularschoo1oruniversity.A three day Radiation
SaletyCourseisalso offil1redto industrialcompanies usingradioisotopes in nucleargauges(for example,1evelgauges al,ld, thickness gauges),to hospitals,and to research institutions.
Some oft1:le, comrmntopics discussed in thesetraining coursesare:(a)Sources ofRadiation;(b)RadioactivityandRadioactive Decay;(c)Interaction of Radiationwith
Matter;(d)Radiation Quantities and Units;(e)Radiation Detection; (f)BiologicalEfliectsof Radiation;(g)BasicP:rinciples and Coneepts in Radiation Protection; Ch)Radwaste
ManagerrEnt Principles and Practices.Inaddition,the courses for teachers would include
topics on nuclearpower and nuclear energy.
Up tothepresenttime6,959have receivedsome radiationeducationltrainingfrom
the PNRI.The trainees includeallusers ofradioisotopes in the Philippines:researchers,
practitioners inthemecfcalfield and industry,aswell ashigh schoolteachers and university
fiieulty.Except forthosewhotake theRadiographic Testing(Nondestructive Testing)
的 田 ら b流開 are requiredtohave a m in lmum ofBachelor of Sciencedegrees in thesciences orengineering.Figurels1:K)wstlle number who availed oftrainingfrom the PNRI
peryear,while Figure2showsthedistlit utionofthesetrainees persector orfield(industry,
medica1, academe,others).
The PNRIalsoconductsone daynuclearawarenessseminars,held in diflerent highschoo]s, for 如 M前お. n 時 商 u s1 la1lyincludes a demonstration o f the detection of
1'adiationusingasurveymeter,aswell 因 能 efliect of distance on the intensityofradiation.
Table3showsthe number ofnuclearawareness seminars per yearfor thelast five years,
aswell asthe number ofstudentsperyear.

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- 161 --JAERI Conf

99 - 0 l i

Table3 . NumberofNuclearAwareness Seminars Conducted by
PNRIand the Number of Students

Year

1994

1995

1996

1997

1998

8

12

7

9

7

1,135

2,784

2,320

2l67

750

No. ofseminars

No. ofstudentslIncooperationwith theRadioisotope Societyof the Philippines,PNRIdeveloped
ten teaching modules in nuclearscience for use by science teaehers,completewith
instructionalmaterials such asscript,and transparenciesasvisualaid.Althoughtheseteaching modules hadbeen trialed and received positivefeedback,mass reproduction ofthese modules hasnot yet been done. Theseten training modulesare on the following
topics:(1)The Atom;(2)Radiation Where From,and What For? ;(3)The Unstable
Nucleus;(4)What isRadioactivity;(5)TheRadioactive Clook How Old Is Old?;(6)Is]nteraction WithIoni7ingRadiation Exciting?;(7)Biological Effects ofRadiation;(8)Usesof Radioisotopes in ]lndustry,Medicine,andAgicu1加re;(9)NuclearPower;(10)EnvironmentalImpact ofNuclearEnergy.

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2.4 R H S Activities

For users o f X raymaehines,the govemment agency in charge ofregulations and1icensing is theRadiation Health Service(RHS)ofthe Department ofHealth. RHS is also
actively involved in providing radiation education/radiation protection training to doctors
and residents inradiology, X ray technicians,dentalX ray and industrial X ray users. There
arearound2,000 medicalX ray facilitiesin the Philippines;ofthese,30%arelocatedin the
NationalCapitalRegion or the Metro Manilaarea.
Beforel995,the RHStrained,onthe average,around450 personnelperyearin the?l1owingcourses:3 ( a ) S i x week " Training onRadiation Physics and Protection,
Radiog mphic Techniquesand Film ]lnterpretation ofChest,Skeletal System and Emergency
Radiographs";(b)Three day''Seminaron Radiation Physics and Protection andRadiographic Techniquesfor DentalX ray Units Users and Operators. "Starting in1995,
RHS offered the workshop on"Radiation Safie tyin MedicalRadiographyfor X ray/Radio1ogic Techno1ogists. " T h i s 2 6 hour training/workshop enables X ray/radiologic
technologists tobeoomeRadiation SalfetyOfficers,and is a requirement 1for licensing o f X
ray f acilities. The radiation related topics in the sy1labusfor this training/workshopare:(a)Production o f X ray and Its Properties;(b)Interaction ofRadiationwith Matter;(c)Radiation Quantities and Units;(d)BiologicalEffei cts;(e)P rinciplesofRadiation
Protection;(f) PersonnelMonitoring;(g)X ray Room Design .

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L

3. AdditionalFuture Activities

In 1998, as partof a RegionalCooperative Agreement CRCA)and Intemationa1
Atomic EnergyAgency(IAEA)project,the Philippines participated in thetrialing of
distance education or distanceleaming modules in radiation protection.Thesedistance-

J A E R I Conf-

99 01 ileaming modules were deve1oped at the Australian Nuclear Science and Techno1ogy
Organisation(ANST0). Under Phase2ofthe project,thesemoduleswillbe trialed in theOpen U niversityofthe Universityofthe Philippines. These moduleswi1lalsobe t1ialed in
Thailand,New Zealand,Korea, and Mongolia. After the trials and once put in their fina1
fiorm,thesemoduleswillbepublished by the IntemationalAtomic EnergyAgency andwi1l
befi・ee 1forusebycountriesdesiring to do so,and may be translated to the nativelanguageof a particularcountry. Thesemodules could in thefilture be transformedto electronic
format to be availedofusing the intemet.
無ofthea1ctivityofthe Subcommitteeon NuclearPowerPublic Education andInformation,36additional Teaching Modules on radiation and nucleartopicsare being
developed by the Universityofthe Philippines Institutefor Science and Mathematics
Education andDevelopment. Theseare designed for usefrom the First Yeartothe FourthYear of high school,and designedfor continuityof leaming on a spiralmethod.Each
module includes a Teacher's Resource Manualand a Student ResouroeManual
Althoughat presenttherearesome weeklyscience programs on television designed
for scienoeteaehers,highschooland elementarystudents,radiation and nuclearscience
relatedtopics stillneed to be incorporated into thesetelevision programs.
The Philippines isooming upwithanEducation Techno1ogyMaster Plan whoseaim
is to improve the accessibilityand quality of education throughthe use of Information
Technologyand other innovative education techno1ogj,es. T h e dif lierent govemment
agencies involved inthis master planare the Department ofEducation,Culture and Sports([)ECS),the Technical Education and Skills Deve1opment Authority(TESDA),theCommission on HigherEducation(CHED),and theDepartment of Scienceand Techno1ogy( D〇ST).Ifincorporated into the Master Plan,Information Techno1ogy(IT)wi1lbe apowerfillvehicle for radiationeducation in the fi l ture.

一-

REFERENCES
1)
Bureal 1 of SecondaryEducation,Department ofEducation,Culture and Sports,
Philippine SecondarySchools Leaming Competencies,Science and Techno1ogy"
latest revision,l998.
2)
Mormationtakenfi・omthe Subcomm l tteeon Nuclear Power Public Education andIn1fonnation.
3)
Personnal communicationfi o mtheRa,rliation HealthService,Department ofHealth.
,

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99 - 01 i

Figure 1.

Figure2- 163

- 164 -JAERI-Conf

99-0l i-2 . 1 0 R A D I A T I〇N EDUCATI〇N I N P〇LAND THE PRESENT STATUSANDPERSPECT「VES

DrWieslaw Goraczko--

TechnicalUniversityPo,man, Radio and PhotochemistryDept;60 9 65Po7nan,uLPiotrowo3;Poland
Emai1:G〇RACZK:0@SOL.PUT.POZNAN.PL
ABSTRACTThe necessityforthe continued education about radiation(bothin nuclearscience andthe
technicalapplication ofradioisotopes)in the educationalsystem is o1・ vious.
For many years thissu1:jecthasbeen partof astudentseducation in physicsaswellasnonphysicalareasofstudy,suchaschemistry,biobgy,medicine,ecologyandagIiculture.
Ulnfortunately i n the wake ofthe disaster at Chemobyl,anumber of negativefactorshave
resultedthathave underm ined botheducation inthiscrucialarea and financialinvestment in
Polish radiationinstitutes. Somesociologistshave termedthisbehaviour/viewpoint"radio
phobia phenomena".Mi1ljht I besoboldasto recoin itas"nuclearrelated paranoia"since it
hascaused a generalbreakdown in rational,"causeand effect analysis"evenwithinrespectablescientific circles,, i r?cluding prom ,nent radiobiologists,who now accept radiation onlyasa
destructive fictor in biological and humanlife.
Ulmfiortunately in Polandthere is a goodbasis:liorthe development of "radio phobia"amongst
thepopulation.Firstly , i n the past,the deve1opment ofthe A bomb coupledvll,ith theriseof
two diametrica11yoppclsedpoliticalandmilitary systems(dividing Eastand West) , u p until
1989led to extensive worldwide research which considered onlythe damaging ef fle ctsofe),g1)osure toradiation inthe event ofworld conflict.Thiscreatedthebasis forthefalse andtotallyunscientificbeliefthat exposure toradiation in both high and1ow doses werestrangely
equalandtherefore harmfi]1to humanity.The voice of reasonablesci,entific research,thatprovedthatthiswaspatentlynotthe case,wasdrowned undertheinsistence,by many,thatthe
useofnuclear physics for the creation of civilianpowersources equatedthat of an S.S.20 or
Pershing I I nuclear warhead,a 1few ofthesemisinfomedpersons goingsof ar asto claimthat
missles wereperhaps even more desirablethancivilian nuclear projectsbecauseasthey put it
tothe Danes,"atleaslt, unlike Barseback,there not in y,ourbackyard".
Now m ight bethelastchance wehave to ridsocietyofthishocus pocus and changetheir
way ofthinking aboutradiation and nuclear physics in general.
The most important filctor inthiscampaign w i 1 l b e the promotion and presentation ofradiation in simple understandahle temsthroughthe following outlets,(populararticles,TV
programs,objective classroom presentations andsoon),designed to be easilyunderstandable
tosocietyasa whole.Inthissupport is to be found insome govemrnentaland independent
organi7ations which do attempt to show radiationasbio positive,humanfiiendlyand an
economicallyindispensablef actor 1forthefuture.However our fightw社 l theso ca11ed "coa1lobby"willcontinue to be difficult.Help by intemationalorgani:71ationssuchasthe I.A.E.Awill
notsuffice inthisbattle.
Inthisarticlethe aut1'l,ortries to describethe Polish education sys1lt,e m andstatisticaldata
showingthe presentstatusofradiationscience,radiation education andthe quantityofstudents
and expertsinthefield.
お a nuclearphysicistandspecialistinradiation protection,lecturer and anInspector of
RadiationP:l・otection,he povidesinsightsfi・omhisown experience and of liershisconclusions
regarding efforts to encourage and promote radiationscience and education.

,

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- 165 -JAERI-Conf-

9 9 011

1. INTR〇DUCTI〇N]lnterestin nuclearscience and itsapplications began before1970,in connectionwith thestartof design s f o r t h e FirstPolish Nuclear Plant(FPNP). After Chemobyland a very
aggressive negative publicitycampaignagainstalliormsof nucleardevelopment,allwork inthisproject wasdiscontinued.Thisdespitet1:le fa,c tthatfrom its inception andthroughouttheeighth y1ears of its designand construction,FPMPhad costthe Polishgovemment,thatisthe
Polishtaxpayer,over$8mi11ion.Starvedoffinancialassistance,institutes concemedw通1 thedevebpment of nuclearrelatedsubjects,have fi11en intodisuseand neglect, many cbsing
altogether.The Polish Nuclear Societycoupledwilhthe Technical Universityof Warsaw h a s
released an elaborateanalysis ofthe presentstatusregardingeducation about radiation inthe
Polish education system.Sadlyasorrypicture emerges.
M o喝hinsome elementaryand highschools various elementspertaining tothescience ofradiation existsitisgenerally talght withintheframework of related subjects ftor example
physics,chemistryand eco1ogicalstudies.Thisisthereforethe f l i st contact astudentwillhave
w ith atomicscience related matters.Becausethis?stpoint ofcontactwithnuclearsubjects isof such great significance,one would expectthesu1:ject tobeintroduced in an easy andobjective manner which descIibes boththepositive and negative in f h lence onecologyand
human life.What is called for hereisa rationalbalanced approach which explainsrealistica11y
thetypes ofproblems associatedwithnucleartechnology,atthesame timestressing boththe
known andpotententialsolutions.There1liore it is an absolute necessity that apositive nuclear
education program beadopted i n the Polish education syslllem.Sadlythisis nottrue ofthepresent climate.
Mwk ofthisproblem is overwhelminglypessl m ,stic.After1990many U niversities c1osed
post graduatestudies in nuclearrelatedsubjects.Duringthesameperiodlarge numbers of
nuclearspecialists and experts rejectedtheir pro:fession,finding newpositions in jobsthat weremore profit1ible and acceptat)le to"public opinion".Severalscientistshave laedthe countryto
seek meaningfulemployment inlessparanoid countries,where theirhighly ski11ededucational
qualitiesare appreciated and notscomed.
心 s i n c e l 9 9 0 t h e amount ofstudentsapplying forstudies in nuclear related subjectshas
collapsed.〇nly a han l:lfi11ofPo]ish Universities continue to of fier courses in thefield ofnuclear
sciences(Table1)mostofthe othershaving capitulated t o theirrationaldemandsofpolitica1
and public anti nuclearsentiment .
Fig.1showsthe n u mber ofunrversitystudents completing nuclearscience and technology
related subjectsintheperiod1985 二 1994.Asa direct consequence o f the Polish Govemments
decision to abandon construction ofF.P.N.P.weare able to observe a catastrophic decline in
the number ofstudents involved inthe nuclearfield.Fig.2and Fig.3show clearlt,r howthishas
also decimatedthe numberofstudents receiving honors atthe highestlevels(i.e.doctorate andpro:fessoria1leve1)and a number o f the post graduatedthesis finished in nuclearscience andtechno1ogy(bef oi reandafter1990).

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2. C〇NCLUSI〇NS
The shortsightedpofticaldecision tohalt construction ofthe FirstPolish Nuclear Planthas
allbut destroye1 d nuclearscience education inthe countly,bothin regardstoitscommercial
useand its non energy related applications.
Thepoliticalabout fi l1ce by boththe Polish Parliament and Govemment to revive a Polishnucltear programwillrequire a '「ManhattanProject"typeprogram in botheducational r e;form
and public awareness if it is tohave a chance ofsuccess.Wewi11need tousethe expertiseof
a11 nuclearscientistsand proiessionals to help to create,asrapidlyaspossible,a new generationo f nuclear experts.

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99-0l iTab.l.Universities andscientific laboratories in Poland involved in atomic area .

Place
Universityof MetalhlrgyandMine
Krakow
L-

TechnicalUniversity Bialystok
TechnicalUniversitv Gdansk
TechnicalUniversity ] odz
TechnicalUniversity Gliwice
TechnioalUniversityPoznan

Po; manUnrversity
TechnicalUniversity WT 田w

Technical universityWroclaw

Nuclear Energylnstitl 」te Swierk
Tnstitute ofNuclLearProblemsSwierk
CentralLaboratoryofRadiation
L

Department
NuclearPhysics and Techniques;Electronics and Electrotechniques;
Energy;MechanicalElectric]1nstitute ofRadiation Techniques
Environmentaland EnergyEngineering
Radio and Photochemistry;P]1ysics Institute;
Institute of Chemistryand Electrochemistry;
Physics Institute;
Institute of Cflemistry Radiochemistry;
Electric;
Electronic;
Energetic and Aviation;
Land Engineering;
Institute of non organic Chemistry;
Rare Earth;
Physics ]lnstitute;
MechanicalEnergetic;
ExperimentalPhysics ]lnstitute;fullspectrum

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RadiationProtection
EnvironmentalSciencefi 11spectrum

Protection W m w
Chemistryand NuclearTechniques
Institute Wal1saw,

166

subjects(b- 167 -efore andafter1990).

l995).

-J A E R I Conf

99 - 01 i

0
00
00
000
03
44
3 22

700
600
S00
400
300
200
l00
0

S

ロengeneerlng■teChnlq lL■e s

S
S

00 0
0

S
O
ll

S

Fig.l.Number of universitystudents Fig.2. Number of the highestUlniversities
finished a nuclear 的ience of degree(i.e. doctor and pro?essor'sthesis)
technologysubjects(before andafter finished in nuclear science of technology

0 0 0 00 0
000 0
0
0
000
80
76 4 3 1Sabe fore alter
l990-

Fig.3.Number o f the post graduatedthesis fin ,shed in nuclearscience and technology(before
andafter1990).

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Boththe Chemobylincident andtheso ca11ed "Hiroshima Syndrome",havehad adisastrously
negativeimpact in applied nuclear radiation studies and subsequently underminedthe
economic viabilityofmostPolish "Institutes ofRadiation R&D".
Thesocio1ogicalimpact of;years ofnegative nuclearpropaganda is most keenly 1felt in public
attitudes towardsbothnuclearenergyprojects and related subjects.The repeated emphasisin
the media ofthe,"negative only",results of nucleartechno1ogies,coupledwithunscientificravings of a lfewmisguided individuals inthescientific community hasresulted in a"radio
phobia phenomena"ofhystericalproportions.
ny a n a 1 1 o u t educationaldrive,using populararticles inthewritten media,TVdocumentaries and aschooleducationalprogram,willenable us to redressthisim halance.
M o昭h 由ere existssome govemmentaland independent organi7ationsthat attempt topresent nuclearscience in a positive light, i.e.bio positive,humanfriendly a n d a s a neconomica11y indispensable iactor forsustainablegrowth,we cannot rely onthe help ofsuch
institutions,includingthe I.A.E.A.,towinthe battle weare waging.
The fightagainst i gnorance and short term economicsolutions i n thefield of energy

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J A E R I Conf

99 - 0 l i-development,againstthe"Greenies" and"CoalLo1)by"respectively1,wi11continue to bedifficult.
Finallythe followinglistofpoints,I hopewi1lenableal1ofus attendingtoday's confierence,
to focus our discussions andperspectives forfutureactions.
a)an increaseinthe number ofnuclearscience re11ated subjects atuniversitylevelisimperative.
b)an increaseinfunding inthisarea is needed bytheMinistryof Education in Poland.
c ) theuseofpositive coverage inallformsofmedia is essentialfor combating publicignorance
inthe subject.
d) financialassistance,intl・ie form of grants,have to made available to a Science R1esearchCommittee.
e)the introduction ofproecological techniques forthe production of energy,suchasnuclear
energy,mustbe exploredvigorously.
10 financialincentives to industriesengagedin nuclear related programs sll1lould be encouraged
through"Tax Breaks"and b w interestcredit opportunities.
g ) a concerted effort should be made to explainthe relatiob 由 前oricallyand presently
inthe evolution o f theunivefse andthe humanspecies.
h ) a f i.lllfrontalattack mustbe launched to combatsuperstition and i gnorance about nuclear
physics.Thisshouldalsofocus ont1・l,e necessity of exposingunscientific andsensationalistic
postulationsmade b y theuninformed.Everypiece ofmisinfonnation shouldbechallenged
wherever it occurs.
i ) a n intemationala11iance ofallpersons dedicated tothe proliferation of n!
; clearrelatedscience and technok)giessil:l,ould be formed and cementedthroughregularcontact andforumS
ofthekind we are attendingtoday.

168

169 --JAERI Conf

99 - 01 i

2.11STATUS A N D PROBLEMS 0 F RADIATION EDUCATION I N
TAIWAN-CHIN Vll,1ANG HUANG

Department of Chemistry,Chung Yan Christian University CHUNG LI
TAIWAN. 320

Abstract
In Taiwan,there are few numbers of radiation education,courses this fact makes

an impression of insufficiency. This matter is thinkable to be an important problem .
There are sets of atomic power stations and6atomic reactors are now operating. The
electric power production is about50144MVV:, which comprises20%of totalelectric
power in the country. The knowledge for the related to the radiation is not diffuse andthere is only frightened impression. The radiation education should be spread to theordinarycitizen,and essentialqualities a risk of the radiation should be instructedsufficiently. The radiationliteracy ofthe ordinarycitizen is needed to raise theleve1.

I . Introduction
The countryarea of Taiwan is nearly3,6000 sq.km2 and thepopulation
numbered is over21,000,000.The population densityis585persons/km2 which is thesecondly crowded in the world,Taipei Cityhas the highest population concentration(2,800,000)of the Taiwan area. The population isgreatest a1ong the Taiwan Starctseaboard where the weather is mild and the transportation and industrialfacilities aremost highly developed. In fact approximately95%ofthe nationspeoplelive on the
strip of coastalplain between Taipei and Kaohsiung.Advancing industrialization has
been accompanied by a population shift toward thelarge cities and a remarkable
population decline in the agriculturalareas.
The education is available to allcitizen over98%. At the present time,there areabout130 Universities or Academies while most of student enrollment of university
is more than20,000. The Gross NationalProduce( G NP)reaches US$13,000.

?

Student enro1lment of universityor academx at present is856,186The numbers of
doctora1,master's,undergraduate and academic course students are10,013, 38,606,
373,702, 433,865respectively,and corresponding ratio is1:3 .75:36.3:42.2.

2 0 % ).

-J A E R I Conf

II .Education and Training-

9 9 01 il)

There are79Universities and Academies;the other Co11eges a r e 6 0 . The
number of university, w h i c h employs teachers with radiationlicense,is18,and thenumber of these teachers i s 7 7. Which the co11ege with the same quali fication is one
and the number ofteachers i s 2.
Number of university and co1leges,which provide the course of various
radiation education,arel6andlrespectively. There are20 universities that containthe Department of Chemistry, and the number of student is4,737. Among these20
universities only4provide the course of various radiation education(the ratio is

Because the various radiation education in universityare not enough,ordinary
citizen can not understand radiation wel1. This situation makes people frighten1ed andthey are against to the peacefuluse of radiation and the building of new Electric
Nuclear Power.
In order to redress the deficiency of various radiation education in university,
shortcourse training about radiation education is provides in4institutes as fol1ows(Table1).
,

1 . Institute ofNuclear EnergyResearch: To strength the training of employs
in institute.

2. Radiation Protection Association: To provide publicly the course ofsealed
radioactive source.
3 . Tai wan Electric Power Co.:To strength the training of employs incompany.

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4 . Yang Ming University; To train the use of Un Sealed radioactive source in
medicine.

III . Nuclear Reactor
1.

Nuclear Research Reactor

There have2Nuclear Research Reactors in Tsing Haw University and Institutedof Nuclear Research Reactor. They also educate and train for basic science andtechno1ogy ofRadiation,simultaneously,they produce some Radio Isotopes to supply
medicaluse etc .

170

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JAERI-Conf

2.

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99 0 1 l

Nuclear Power Generation
The six nuclear units in Taiwan jointly constituted20 percent of the tota1

installed capacity. The six nuclear units were housed in three nuclear power stations,a11ofwhich are owned and operated by the Taiwan Power Company. The fi rst nuclear
power began to operation in1978 . The second nuclear power was started in1983 . The
third nuclear power began operating in1984. The two new nuclear units are building
Almost a1lofthe nuclear power reactors are1ocated at North part ofTaiwan,and
another2research Nuclear reactors are also in there. So that North part of Taiwan is

exposed to higher densityofnuclear reactor dosage than South part(Fig . 1).

IV . The Atomic Energy Counciil

The Atomic EnergyCounci1,a govemment supervisoryagency under the
Excutine Yuan, sets thelicensing speci fication for nuclear power plants and Radiation-equipment or users(Table1,2and3) . Numbers of license for Medicaland Non
Medicalare13,932and7,654respectively,and the number of license for Radiation
protection is1,360.

CONCLUSION
The discoveryofradiation has been beyond100 years. We sti11feelit's mystery.
Henceforth the education of radiation is strengthened firom primaryschoolto

university People willunderstand the importance ofradiation and the way to use we11.
The radiationliteracy of ordinarycitizen in Taiwan can be raised in the near future.

REFERENCES
1)Atomic Energy Counci1, AnIntroduction to the Atomic Energy Council . (1996)
2)Ministry of Education, Education Statistics of the Republic of China.''(1998)171

172 --J A E R I Conf

9 9 - 01 i

No.1,2,and3:NuclearPowerReactors

No.4:NuclearPower Reactors(building)
No.5and6:NuclearResearch Reactors

Fig. l

Map ofNuclear Reactorslocation in Taiwan

TablelAssociates
Engineers
Engineers
Dentists
Doctors

Total

License for Medica1
To Diag̲ nose

RI

Treatment

Tota1

420

3

12

435

25l7
6483
3905
13325

l48
0
85
236

24l
2
116
371

2906
6485
4106
13932

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Table2--9 9 011

License for Non Medica1--

SealedUn Sealed
SealedIonizing X ray forRadioactive Radioactive Radiation Animal Radioactive
Materia1
Materia1
Sources andEquipment
X rav
2266
2707
1812
Junior
20l
276
85
190
82
0
3
Middling
17
10
5
Senior
0
0
2368
2907
Total
l899
201
279

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Table3

Number of Radiation Protectors
JuniorIonizing
Radiation
Eq uipment
Highlevel
Radiation
Treatment
Radiation
irradiation

Middling Senior

Tota1

612

40

,

44

12

0

-

101

2

0

103

52

3

269

63

2

535

40
l
210

3
37
46

143
66
1825

SealedRadioactive 214
Materials
Un SealedRadioactive 470
Materials
Nuclear
Reactor100
O thers
28
Total
1569

173

653
56

TotaI

7262
360
32
7654

174

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99 0112 . l 2 STATUSAND PROBLEM 0 F RADIATION EDUCATION I N THAILAND

ManoonAramrattana
Office ofAtomic Energyfor Peace
Vibhavadee Rangsit Road,Chatuchak,Bangkok10900,Thailand
ABSTRACTb o w l e d g e of radiation and its application and protection have been routinely
taught,discussed and transferred to end users and the public. Limited resource and astrategic plan are identified to be the ma1j or obstacle tofu11y implementation ofradiation
education in Thailand.Current strategic planning on radiation education in Thailand wi11
be discussed.
l. INTR〇DUCTI〇N

Peacefulapplications of atomic energy in Thailand has been the founding
principle ofatomic energyapplications since its introduction to the Kingdom in1961.It

is clearto us that'peacefu1'means benefitwith safety. I n practice,Thailand commits
and adheres to Non Proliferation Treaty(NPT)of nuclearweapon regime with acomprehensive safeguard agreement with the IntemationalAtomic EnergyAgency or
the IAEA.
The world wide Atom for Peace program initiated a nationalpeacefu1
application of atomic energy program in Thailand. Later, an Atomic Energy
Commission,so called Thai A .E.C.,was established by virtue ofthe Atomic Energyfor
Peace Act1961with an Office of Atomic Energy for Peace(0AEP)established as its
Secretariat.0AEP is an the key organization in Thailand dealing with a11matters on
peacefulapplication of atomic energy. A p a r t f r o m being the Secretariat to the Thai
A .E.C.,0AEP has been playing key roles to implement the founding principle and its
associated policies to controland regulate safe uses o f , t o promote and coordinate
research and deve1opment on,and to conduct its own research and deve1opment on
peacefulutilization of atomic energy. I t is also the counterpartinstitution of theIntemationalAtomic Energy Agency(IAEA).
In the past36years,there have been substantialprogresses made on peacefu1
and safe utilization of atomic energy in various Thai research institutions including
OAEP . Their main contributions have been inareas of education and training,and for
agriculturalproduce deve1opment and treatments, nuclearmedicine and nuclear
onco1ogy, health care and nutrition, and increasing industria1 productivity andefficiency.Such progressesare assured by only with sufficient safetymeasures.
Enforcing ofradiation and nuclearsafetymeasures has been a ma1j or commitment to the
public ofthe safetyinspectors and safetyofficers at OAEP.It has been clearly successfu1
as there has been no record of any malj or nuclearaccident in Thailand since1962.

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2. CURRENTRADIATI〇N EDUCATI〇N PR〇GRAM
Office of Atomic Energyfor Peace,with the research reactor and modem
equipment,is the center of associated with radiation education in Thailand,as thepromoter and enforcement.Training of radiation safetyand radiation safetyofficer
whichare the requirement of nation's regulatoryfunction are also provided.A11the

175

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training course contain basic radiation interactions with matters,the basic knowledge forradiation education.However,it is at rather technicaland for scientists.Therefore,it isrecently agreed among the trainers that education plan on dedicated radiation education
curriculum is needed for expanding correct knowledge of nature of radiation and its
usefulness and danger.Hence,the generalpublicare moreknowledgeable,and properuse ofnuclear techno1ogyin the future wi11increasing on sound basis.
b o w l e d g e of radiationare recently put in schooleducation,starting insecondaryschoo1,radiation applications in food irradiation and sterilization of medica1
products are taught in everyday science courses.In high schools,the topic on radiation
and radioactivityare parts offundamentalphysics and chemistry.Furthermore,in more
than600 co11eges and universities1ocated in a11partof Thailand,everymajor co11ege
and universityoffers courses in fundamentalnuclearphysics and related topics inPhysics Department.Physica1 chemistry conceming of radiation and radioactivityin
other aspect is taught in ChemistryDepartment.Reactor theoryis a topic existed in
Master degree program of NuclearTechno1ogyat Chula1ongkom University. A m o n guniversities in Bangkokarea,Kasetsart Universityhas a Department of Applied
Radiation and Isotopes which offers many undergraduate courses on applications ofradiation techno1ogyin agriculture and environment. Radiation and researchfrom
accelerator is emphasized in the Fast Neutron Research Facility,Institute of Science andTechno1ogyResearch and Deve1opment,Chiang Mai Universityat Chiang Mai.For
medicalapplication,thereare numbers of programs on radiation techno1ogystudies inmedica1 fields in major cities;Bangkok,Chiang Mai,and SongKhla.The program
produces radio1ogist for hospitals. Threelevelprograms consist of a program for X
rays technician,a program for overa11radiologist and a program for advance radiation
physicist,who is a person assisting onco1ogist in radiation dose calculation andtreatment of patients.
OAEP's major roles in above curriculumare:◆ givinglecturers formany courses in co11eges and universities,providing assistant for
1aboratoryexercises and researches;◆ deliveringlectures for interestedgroups and associations,arranging in house courses
in radiation techno1ogies and radiation protection;and◆ cooperating with IAEA inarranging nationa1or regionaltraining in some specia1
related topics,etc.
Figu r e l s h o w s number of academic courses given bylecturers from O AEP,Figure2
shows number of persons doinglaboratoryexercises and researches,and Figure3
shows number of lectures given togroups and associations.In addition,since1990,
OAEP has organized11courses on radiation aplications and 59courses on radiation
protection.
It is therefore advisable to saythat,except for nuclearpower,the utilization of
nucleartechno1ogyin Thailand is wi11ingly accepted.Theyare widely used in nuclear
medicine,industry,agriculture,research and education.
Besjdes the59courses arranged by OAEP and some courses off el red inuniversjtjes,there seems to be inadequate for increasing needs ofthe techno1ogy. 0 A E P
also negotjate with JAERI,under the bilatera10AEP JAERICooperative Research
Agreement,two courses on Radiation Protection for Radiation SafetySupervisor,andon NuclearTechno1ogyand Its Diverse Applications.Course for thetwo topics wi11
organjzed twjce in the course of three years. JAERIalso supports number of essentia1

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99 0 l 1

instruments necessaryto conduct the courses. Distance Leaming for Radiation
Protection training is another approach being planned together with planned certification
for radiation protection personnelto be enforced by O AEP.
Currently,simplified and short courses on radiation and radioactivityhave beenorganized for schoolteachers at OngkharakDistric,Nakon Nayok Province,where a
new nuclearresearch center is to be established.The coursesare simplified andassociatedwithsimplelaboratories suchasradioactive materials in everyday 1ife
products,radioactivityin air,autoradiography,columnscan demonstration,etc.The
courses proved to be successfu1,and thereare numbers of suggestions such asorganization ofthe nuclearrelated youthcamp,the public information center1ocated inschools in the vicinity,and granting students tofurther study in nuclearscience.

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3. CURRENT PR〇BLEMAs radiation education is recently startin schoo1,thereare sti11lacking ofexperienced teachers to provide appropriate guidance to students.Many educationa1
collegesare inadequately equippedwithlaboratoryaccessories,especia11y materials forphysics experimentsAnother m可or concem is to encourage teaching statistics ofprobabilityand risk assessment within the radiation measurement techniques.Many
peopleare not knowledgeable enough to make use of the subjects and,hence,do notknow status of risks from naturalradiation being experienced in everydaylife.Majority
ofuniversitystudents refuse totake statistics courses ifthey can avoid.

4. FUTURE PERSPECTIVES
Thereare worldwide effort to educate generalpublic on peacefulapplications of
nuclearenergyincluding that of nuclearpower.Traditiona1ly,public information
officers,mostlikely being familiarwith perception ofnuclearscientists,tend to jump todisseminating a11available information c1ose to our routine technicalwork andacquainted environments.It is assumed that the public have certain degree of scientificbackground sufficient to comprehend the available information.After so many efforts
for along period oftime,the public often complain of complexityof nuclearscience forthem to readily comprehend.They need some simpler reference than scientific terms andformulae.Therefore,some rethinking is necessaryto clearly identify how generalpublic
perceive eventsaround them,what influence their decision making process,and whatkind ofpersonalitythey respect,1isten and fo11ow.It is a huge and difficult task .
Public perception of what explained to them seems to b e t h e origin of a11
misperceptions.The1ong standing perception of nuclearenergy is destructive while
perception on daily exposure to radiationfrom the origin of mankind remainsunnoticed
situation.Radiation education seems to possess strong message to the public to beunderstood and be aware oftrue eco1ogyofmandkinds and true meaningCperception)ofnuclear energy in daily life. Hence, public acceptance is expected to fo11ow
spontaneously .
It is,therefore,essentialto concentrate on using radiation education as theimportant vehicle to inf ol rm generalpublic ofnuclearenergyin dailylife ca11ed sun ray,cosmic ray neutrinos and others.
public understanding of such natura11y occurred phenomena wi11certainly
prepared themselves tolisten more carefu11y on subjects of atomic energy,as theyrealized ofits daily association withlife on earth.

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9 9- 0 l i

J A E R I Conf

Therefore,radiation education is indeed an essentialinstruments for providing
good basis for generalpublic to understand atomic energy in dailylife.It w加 certainly
be a strategic approach in Thailand for public information programfrom now onward.

F i g u r e l N u m b e r of courses given bylectu rers from 〇AEP

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1992

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1996

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F i g u r e 2 N u m b e r of persons doinglaboratoryexercises and researches

120

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100

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-

J A E R I Conf

99 - 01 i

F i g u r e 3 N u m b e r of lectures given to groups and associations
0
5
0
4
0
3

s

:
a
n︶
﹂
一
l

:

0
2

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0
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0

1990

l991

1992

l993

178

l994

1995

1996

1997

179 --J A E R I Conf

99-0l i2.13 FUTURE PERSPECTIVE 〇F M E DIC A L R A D l 〇NUCLID E P R〇DUCTI〇N A N D

RELATED EDUCATl〇NAL PR〇BLEMSIN DEVELOPING COUNTR[ESTuranON AK
Ege University,FacuIty of Science,Department ofChemistry
Bomova, I7mir35100,TURKEY
ABSTRACTThe radionuciide applicationsarc continuously escalation in nuclear medicine.
EspecialIy,the development of positf on emission tomography(PET)technique has
increased very 国pidly the use of short 1ived radioisotopes ifi this field,a rid this hascaused the deve1opfnent of compact medicalcyc1otrons.About30 cyc1otronsoperated
in the w orld wide are actua11y found in the developing countli e s . I n para1lelof thisprogress, the basic nuclear sciences, especialiy nuclear chemistry andradiopharmaceuticalahemistry wi11probably veryimportant fieldsin the next new
century f of nuclear science and teehno1ogy applications in health care seotor, For thisreason,the deve1oping countries should eventua11y revise their academ ic educationa1
and training programs aiming to ensure the f or m ation of quali fied basic nuclear
scientists suchasnuclear ohemist, nuolearphysicisらradiopharmacist,etc.

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」

一

1.lNTR〇DUCTl〇N

Theimaging techniq uesbased on the dctcction of nuclear radiations emitted by
the radionuclides incofporated into the specific organs are commonly usedin today's
health ca f e sector.The single photon emissiorI computedtomogfaphy (SPECT)anditr(n emission tomogra phy (PET)are the fastest growing imaging teohniquesin
rtuclear medicine and related branches of medical sciences. These techniquesprincipa11y use the radiolabeled chemica1 matetials that are known asradiopharmaceuticals .」n recent years,many radiophan naceuticalsbearing different
kind of radionucIides have beenlargel yused in diagnostic and therapeutic studjes,
epecia11y of cancer.The basic principle of radiodiagnosis and radiotherapy is ensuring
a s l o w as radiation dose absof ption by patients.Sometimes,the radionuclides havingvery short physicalhalf 1ives,and very intercsting decay oharacteristicsare required forthis purpose. The use of short 1ived radionuclides necessitates their productions just at
the appl cation sites.This necessity has provokedthe deve1opment of compact particle
aocelerators.So,the medicalcyc1otrons werebegun tobeusedin this field.While theoldest running cyolotron wasoommissioncd in1948at the Univefsity of Bimingham
in Englanli, their commonl y using was started foIlowing 1970's years,and theradionuclides production using medicalcyclotrons hasbecame verylargely applicableeven in the dcveloping ccluntries not haven othcr nuoleaf faoilities.Conseq-uently,thenumber ot' cyclotfo n s n mt iing in the w orld wide has increased v ery raplidly. F o r
example,whi e there were only3medicalcyc1otron and PET centersinthe USA in
1975,today this incrcased up to about66. I n thiscontext,the number of medica1
cyolotrons aotually opcntedin the world wide is about206 ' ). T a b le I shows thenumbersof medicalcyc1otrons insta11ed in the periodof 1972 March1998. As isseen
clearly,theuse of medicalcyc1otrons h a s cMideably grown, Table l l shows the
distribution of thcsc cyclotrons by countries. It is interesting that aho u t 3 0 cyc1otrons
running are actua11y in the deve1opingcountrie s.It seems alsovetyprobable that at the
beginning of the next new century nearly alldeve1oping countrie s w i l l b e able to have,atlcast, onc cyo1otron for own mcdicalapplications.

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2.CYCL〇TR〇N PR〇DUCEDRAD1〇NUCLIDES-The principalpurposcof mc1dicalcyclotrons is,of course,to produce the short
1ived radionuclidl1; s at their application sites.NeveTtheless,i-n the case of a pfoductive
nuclearreactiori can beapplied,the charged particles accelef ated by cyc1otrons such as
proton,deutron, triton,and alpha can also bc l:!sed f of・ producticm of any radionuclide180 --J A E R I Conf-

99 - 01 i-

having whatovcr half 1ifc.For this rcason, in recent ycarsthe production of many
Tadiol uclide1s,for exampIe ''Br, t uI, ,l l At, etc.which have thepotentialapplications indiagnostic or therapeutic s! ,l ldi e ・l,have been subjected by severalinvestigators:24).Iln thisMo of directly Tc,
context,some roaotor ptoduoe(t radiot uclidcs,as an example '''°
havebeeTl trled to pfoduce by u1sing, cyc lotr(m sl1. Ct1fnsecltien tl y, tl Ie va -riet y ofradiontl clid部 1 l as bee l l c onsiderably grown da y hy day.Table m sl l o w s t he prin cipa1
cyc1otron produced radionuclideswhichhave thepotentialapplications in medicine andother fieldss( ' ).

、

・

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3.BASIC PRINCIPLES 〇F PREPARATI〇N 〇F RADl〇PHARMACEUTICALSAND FUTUREPERSPECTIVE 〇F NUCLEAR CHEM[STS
Theuse of radionuclidesin diagnostic and thef apeutic studies is dependedon
the prepara tion ( 1f i l ppropriil tfl r ldioph a t Tl aceuticals.The first step of prepa f ation of aradiophannacoutica l s to producc thc radionuclide,and the next step is thclabeling of achemicalcompound with thi s T・adionuclide.The third step is its steri i 7.ation and quality
control procedl1res. For t1l is reas; on, t 1に nuclear chemistry and radiopharmaceutica1
chemistry have the principa! role-s on the preparation and safely using the

-,

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i

radiopharmaceuticalsll ( 11 )e g rL:1wing applications of cy,l:1 otrorl
如 outlined ini f,thmedicalapplicatione i nl rod uction section
produced Tadion uclides in medicalstudies have clearly i 1r1(1icated l he i m porlance o「qualiti,ed n uclearand radiopharmaccutioalohomists.This m,eans that in tho next now
cen tury th蘭e professionals wi11he the key people for radion uclide applications, in thi 1s
fie l d . A report'l prepared i n l 9 9 0 by a group o「lnterna, tionaI Atomic Energy Agenc y
expcr t s ( group membcrs:H.Vera Ruiz,C.S.Marcus,V, W.Pikc,H.H , Cocncn, J ,S.
Fowler, (i J . M e y e r , P , H . C o x , W . V a a I b uf g,R.Continoau, F, Hclus, a n d R.M.
Lambrecht)aI,so very cIeaf l y outli -ned the imf )o f t aT t role o1lthese protessionals for t h e
preparation and (1l lLaI ty controls of c y c1otron produced radiopharmaceuticals.It is also
intorosting to note that ir1 that rcpof t thc speci a l tf ain ifl g of radiocheniists atid-ra d, i,;- ph ,a m a ceutica1 chenl ists on the speci li c quality con troI tecl m i cl l」es ot'
radiopham aceuticalsbeari n g short 1ive(I radionuclideswas obviously otl tlined,andindica led the dangerous rale of non trainingpeople to safe and efficacioususe of
mdiopharmaccuticals.
The future pef spective of progressenvisaged o n t h e applicationof cyc1otron
pioduced radionucl des necessitates the reorgauizalion of :,,cademic educational a n d
trai ning programs of basic n luclcar sciences,esp,ooia1l y otnuclcar chcmistry.

-

・

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・

,

i

.

,

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,

、

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4.C〇MM〇N PR〇BLEMS 〇N NUCLEAR CHEMISTRY
如 is known we1l,the public rcactionsprovoked by severalpo価cized groups

against to 1rlucleaf energy and f elated techno1ogies influence,of couf se,the basic
lluclear science and tech rl o1ogy ed tにatiσna l and tf ain ing academic activities in a11

countries.1n this c(ntext,also the nuclcar chemistryhas11)een c onsiderably influenced、

by these negative actions.Surely, this is a common and g1obalseriol」s problem forbasic nuclearsciences and re ated tec1 no1ogies,and particula 1,ly for nuclear chemistry.
Anothef im portant pf oblem of nuclear chemistryis origin ,a tedfrom l he conft』sion ofn Ll clea f chemistり'', ''rdiochcmistり'', and ''radiation chemistり defin面ons, A nrcfu1
searching on these tl l ree basic defi n itions in theliterature including the main textbooks
written by famo l1s authors and published by internationalpress companies clearIyshows that thcrc is not an intcmationalagroemcnt on those dotiinitions, This meansthat
it i s not clear c u t a s w i she d ; what is exactly nuclear chemistry,radiochemistry,andradiation chemistry;what relations are exist between them;and exactly what topics
should becovered by thcsc chcnistry branchos relatcd basically to thc radioaotive
matorials and nuclcarradiations?Iln addition,what istheir placcbetwcen otherchem i:stry bt・a n ches?AccoT,ding to some authof s, the nuclear chemistryis c onsideredas:a principalbra n ch and covers the radiochemistryand radiation chemistr y as being two
main sub bf1a tlclios of nuclca f ohcmistry.For cxample, t h c te x tbook l1lf cpareli by (i.R.

一

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9 9 011J A E R I Conf

Choppin and J.Rydberg and tit1od as NuclearChemistry :Theoryand Applications''7J
has the p rlncipa l t ( ) pics o t r a〔1io:, 1he Tll istTy a n d l・adiation chemistryThe si Tll i ar texti )ook
cover l g e h a s been il lso applied by s, everala u l i ors.〇ther exiim ples are the texibooks
written by M.Haissins-ky9', A . Val,tes and L Kiss9 ), H . J. Amikar'°', a n d E.Roth'').
Cclntraril y, sσme oth,er authcff shave ,oclnsidet1ed that the nuclear,ehemistry arld radiation
chemistryarebasica11y different,and coverdifferent topics as being not including theradiation chemistry.The textbook written by G. Fliedlander, J.W.Kennedy, J.M.
Mi11et' 2) i s a we11known e;l ample for this consideration.That textbook was prineipally
covered o1 ly lhe toplcs l・el ated l o rad1oac! ive materials n o t l rlclu(1ingthe topic s re ated
Lo radiail ion chel l l isir11, l 」 l l l l e r l l ie i i tle of '' N u c l ea r 1lndRadioch en l i stry , The n uclear
chemistry and radiochemistry have been also very sharpl y differentiated and very fairl y,)vel lopped by R. Gui11amo;n t '-、'. It is also necessa-ry to outline th at the ''nucl,,;ar andradiochemistry expression 1 1as been also co l n m only used to ・referthe discipline ofchcmistry that rolatos to radioactivc matorials including the nuclcar transformations.
The coverage of radiation chemistryis much m of e easil y distinguishedthen nuclear
chemistryand radiochemistryasbeingthe ohemicaleffects associated on matter with
nuclear radiations(t4'.
I f the nuclear chemistry,radiochemistry,and radiation chemistry are considered
as welldistinguished sub chemistry bf:anches,it should riecessaf ily b e d efiin,ed aprrincipa1 chemistry bral1ch that m l1ist exactl y to cσver the nuclear chemistry,
radiochemistry,and radiationchemistry,andbasica11y to relate tothe chemistryof
radioactive materials and nuclearradiations.1f so, what definiticn canbefound for thisprincipalchemistry branch?Surel y nothing!Nevertheless,in the case of thedefin前onof nuclear chemistryas a principalchemistrybranch which covers the radiochemistry
and radiation chemistryas its two sub bmnches,the p!・oblem on the canfusian of thesedefinitions willeasiIy be resolved;but, it should eventua11y be created an intemati onaIagreementon thesedefinitions.The foundationof the IntemationalNuclear Chemist1ySociety (INCS)can surely be veryhelpfulforthis purpose.Ifsuch a society is founded,it may tooooporatc with othcr i l l tomationalscienti fi c organizations such as tholntemationalUnionofPu re and A1l plied Chem istfy (lUPAC),Inte-rn ationalAtomic

i

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・

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Energy Agency (IAEA),NAT0 Scientific Committee, AmericanChemicalSociety(ACS), e t c . ln the case of reali7.a t i o n o f this cooperation, a l s o a n intemational
agreement onthese definitions can be realized.Ifnot, 面e confusion willprobably
ccntinue,and consequ,1llatly the nuclear chemistrywitl not seriously be able to into
account in iTi t,emationals,cien tific platfcm:is,and to get its l ealplacebetweeri othef
principa1 chemistry branches. As an actua1 situation of nuclear chemistry itl
intemationalplatfoms, it is n o t if lcluded inthe list of principalchemistrybranchesdeti n e d by famousintemationalorganizations.As i s known we1l, the principal
chemistrybranches have been commonly defined a s t h e analytica1 chemistf y,biochemistry,inorganic chemistry, physicalchemistry,and organic chemistry, The
nuclear chemistry should be included in thislist o f principaI chemistf y branches having-v e1ydifferent and characteristic application principlesand handling techniquesasa
younger chemistry dl iscipline which basical y covers the chemistryrelated t o t h eradioaotivc matcrials and nuclcar radiations'4 ).

i

5.LOCAL PROBLEMS I N DEVELOPING COUNTRIESl n the next new cen tury, the gIobalenergy requirement wi1lpf obably result theuse ofnuclear energy with growing intensity in deve1oping countries,too. Actua11y,thedevolopment and advallcement of nucleaf techno1ogies have been cof itfo11edby
indLl strialized,oountries.As a fesult of this situati(m , in that countlies the l equired
nuclear engineers andbasic nuclear scientists c a n b e f o mled using the gradu ate andundergraduate academie programs. 1n this context,the nuclearchcmists,and othernuclcar spl1'ci a lisl:s can be fonn cd;but,in the developing countries the situaticln is much
1 n ore differe lll t t h a1l t11at ,、f l! l d l.1strializedcountriesFirstly,whilesome deve1oping
countries hasalready one Qr more nuclearpo 1l,,er stations,some others have not yet it.
・、- 182 -JAERI-Conf

99-01 i

Even the developing countrieshavethe nuclear power station or stationsas beingaIreadyenvisaged with the fi f st impoftaf1t step of nuclear techno1ogy, this doesnotmeansthatthe 「ormation of nuclear engineersand basic nuclear scien l ists c a n b e
realized in own countries.
The rapid growing ofmedic1il cy clolr(n applica l i ( ms shows clearly th at i l l m al l y
deve1opring countries the m ,l1idicalc yc1otrons wi11 )e grow1 much mor ,e than the rnlclear
powcr stations.This means that thcsc comtries wi11evcnlua11y need tho nuclcar
chemists and other basic nuclearscientists tather than the nuolear engineo1,・s.Table 「Vshowsthe distributionof nuclear powerstations, research reactors,and medica1
cyc1otrons in some deve1oping countries,?e challenge of n L1,e lear chcmists an d radiopha n l accutic :a l o hemi s: t 1:1 ha vi rlg
specialtrai l l ing i l l medicalradlonuc11de production,rad1opha rn1ac euticai flreparation,and 11:h eir tluality ot)ntTols as obvio l lsly oL1 tlined in the!AEA experl s report'l indicat edin the abovc paragraphs,thc (lluality standards of radiopharmaccuticals which w 加 b e
used on the patients wi11not sufficiently be satisfacto1,y a f1d wi11be able to be
dangerous,too.Whiletheeasilyinstallation ofmedica1oyclotrons,but the challenge ofrequired, qualifiedexI)erts will probabIy result th e u s e o1t non quali fi edpeople tor th,es,1;
applications directly relatedto the healtlh care. 〇f course,this wi11cause th e envisagi r1 gveryseriousradia[ioti dose prob1 l11 t11s for pation[s,

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6.SPECIFIC PR〇BLEMS ]N T U R K E Y

Turkeyasa countryhaving verycriticalgeopolitics situation is a politicaland-cultura l bf idge between ast and West,Russian and Middle Est,Balkan and Caucasia.
The economicpotentia1of Turkey has deve1oped very f apidly,especia11y in last fifteen
yeafs. Also its industrialization has beenvery considera1・fly realized.Nevertheless,thc
cf itic geopolitica1 situa tion arld earlier economicalproble1ns prevente(1l Turkey to have a
nuc!ea f power station unti1ltoda y . 〇f course, tl l is h盤 had a role negative on tl lere(lluired deve1opment of basic nuc!earscienoes in Turlkey, w h i l e Turkey has two
nucl ear rcsearch reactorsl but, i n the 「i rst 「i ve years ot thc Tlext new ccntury, Turkey
wi11probably h a v e t w o nuclearpower stations and this w 加obviously provoke theunderstanding of impottance of nuclear technology and basic nuclea rsciences.ln
addition, a t the Egc University a medicalcycIotron project hasalrcady boen sta rtcd.It
is hoped that at the beginning of the next new centuryit wi11be able to produce theprincipalcyclotron produced medicalradionuclides used around the Turkey. 〇f course,
these applioations willaiso show olcarly the importanoe of basic nuclearscionces,
especial y of nuclear ohemistry .lnspitc o「thcse progrcssos,Turkcy has somc similar
pubIic reactions against to nuclear tech nology. Th is is,of course,a seri ( l u:s r)roblem in
Turkey,too.Anolher serious probTem in Tl」l rkey is originatedfrom t lh e administrative
procedures of aoademic of g l ltl izations that ilrcoontrol od by a govemn1enta l c o l l nci1,
According to regulati( ns determi Tl ed by this cou:ncil,a departmen t of chemistry a l any
fact11ty of a Turkish Un iversit y,shotlld be organize(t by fi ve principalchemistrybranches as being analy ticalchemistry,biochemistry,inorganic chemistry,physica1
chemistry,and organic cherrl istry.So,allgraduate and undcrg t・aduate cducationalandprofessionalfon naiion pf og f ams mustbefom,l ulaledstarting from th is basic pri nciple
The nuclear chemistryis only con1sidered one of two sub branches of physica1
chemistry.〇f course,this prcvents very se riously the deve1opment of nuclear chemistry
specialization in Turkey . 'I1le complexity of this pt・oblem is depended on the dif ficultyo「 alteration of govemmeTl talhigh educationalcouncilreg l 」1ations.T his means that the
problcm oannot bo rcsolvod ncithcr by an individualUnivcrsity nor by a group intcrcst.
As the autl1of of t11l is papef , persona11y I h avebeen chaf ged since many years to resolve
thisprobIem in Turkey;butunfortunately,whiIe the simiiarproblem is not vaIid neither
for nuciear physics rl or nuclcar medicine and radiopha r m acy,a considerable progress
could notbeobtained 「or nuciear chemistry.It shouldbealso outIined t h at the g1oba1

i

」

i

,

i

-

「

・

misoonc印tioris ofl the undcf,standing of nuclear chemistryhas alsoveryseriously
in fl uenced theresolving tlhisFoblem in Turkey ,

183

-

99-01 iJAERI-Conf

7. C〇N CLUS1〇NS AND GENERAL REC〇MMENDATI〇NS

It is cvident that thc radionuclide productionhas beoame more and more casy bys ing the compact medicalcycl ( )trons. For this f eason,the application of different
ra d, ionuclides wi11be a1;i l ,e to h :fl ve an important role in the near futuf e either for
scient流c and technicalapplicatio1:ls o r medicaldiagnostio andthcrapcutic studies.As aconseql !e11c e of thi s progress, the ba s、 ic n l 」clear scientists,especially nuclear chemistsvi ] l b e s; eeking p l,of esslonals in the nextnew century l l l so in tl le rlevelopi l l g c ol l l l tri e:5.
Starting from thispoint ofview,it can easily be :undersl:andlll l a!the icade ll-l it 「orm al on
al d in a(l l:i iti(,l i th ,:speci「i c training1 rog l'a1 n s aimll::l1l to thc1'( rma li ( rl of thesc̲ (1t1ali「i edpt・,1、「e,・:si ( lials sl l ( uld eve n1llil 11 v be cいnsi i l ered, and a l l g r;a(1 l l l l e and underg r:al d lLl ate
academic programs should be revised as soon as possible starting f r o m t h e basic
prinoiples indicated inthe di fferent rcports' 5- ' 9) by thc developing countries which desire
to deve1op their public health care programs.For support these efforts in deve1oping
countries the intemationa1 scienti fic organizations should similarly support the
fonnation of basic nuclcar scicntists i n industrialized countrics,too. ]ln this context,the
ll

、
、

・

:

-

、

、、

、

-

L

、

、

i

importance of nuclcar chemistryasa principaI profcssionaI field for radionuclide

production,radiophamaceutical perparatio,n and l hci r quaIity controls sh ould clcarly

be shown by everybody w h o is directly or indirec l ly related t o t h e application o「ra(lioact iv,:1 m aLorials- i l l ld nucicil r radi iiLi ( lns- i i i g10t a l sc ioi l c t' al i d tし、c 1 aology scctof .
l( l rgl irl i ation of these aclis ( ) n miclear c1l,;mi,、L1y car, h,ereali / l.,id by the' lle
f otmdation of the Ill:itemationalNuclear ( :hemistrySociety.A11nuclear chemists areinvited to supp,ort and to realize this idea.

,

、

-

REFERENCES
1)Dircc1ory of Cyclotrons Uscd for Radionuclide Production in Member States,
IAEA TECDOC i007, 1llterlta tio talAio 川 c E:tte rg ' Age tcy, Vienna (199r 8).
. li. WoldrirIg, Appt. Rad ia11. 1sot.
2)W.Waalburg,A.M . J . Paa ・ns , A . Rigs?a l-n p, ,,nd M(
36,961(1985).
3 ) R M . L a m b r e c h t, M . S aljad, R.H. Syeli, W.Meyer, Nuc1. 1nst Meth.A282,296-(1989).

'

-

-

̲、 '

'

,

4)R.M.Lambrecht,S.Mirzade? AppL .Radiat. lso1l1. 36,443(1985).
5 ) H . V e r a Ruiz,C S, Marcus, V,W , Pike,H,H.Coenen, J S.Fowler, G J, Meyer, P,H.
Fox,W.Vaalburg,R.Contineau,F.Helus and RMLambrecht,Report of andlntemationalAtomic Energy Agency ' s Advisory Group Meeting o n Quality
.

r

r

-

Contro1of Cyo1otron producodRadiopharm aceuticals , Nuc1. M e d. Bio1,17,5,445(1990).
6)M.C.Lagunas-Solar,P.M.Kieper, 〇.F.Carvacho,C.A.Lagunas,and Y.P.Cha,
Appi Radiat. Isot.42,7,643(l991).

7)NucIcarChamistry :Thcoryand Applioations,Eds:G.RChoppin and J.Rydbeg,
Perg a mo n P ress (1980).
8)Nuclear Ch emistry and itsApplications,Ed.:M.Ha1ssinsky(tamslatedfromthe
Frcnch by D.G.Tuck), Addison Wesley Publishit ig Company, Inc. (1964).
9 ) N uclearChemistry, E d s : A . Vertes and I. Kiss,Elswier (1987).
10)Essentia1of Nuclear Chemistry,Ed:H.J.Amikar, J ohn Witey a ld Sons,I nc.,

-

'

,

、

,

(1988).
11)Chimie Nuc eairo Appliquec,Ed.:E.Roth, Masso n et C''.1id iteurs (1968).
12)Nuclear and Radiochemistry,Eds ・ G Ffi edlander,J,W, Kennedy, J M, M加er,
John 1,1l/1 ey andSons, inc, (1966),
13)R.Guillaumc;nt,Prospective cn Radiochimic,Conferenoe presenteeaux Joumees
IN2P31988 .
14)AnIlntroducticn to RadiationChcmistry,Eds., J.W.T.Spinks,R.J.Woods, J o hn
Wiley an d Sons, f nc.,2nd Edition(1976).
15)Research and Teaching Nuclear Sciences at Universities in Deve1oping
Countrics,lAEA TECD〇C 257, 1ntert画ional Atomic Energy Agency, VienM(198l).

m

,

-

-

184 --

9 9- 0 l l

J A E R I Conf16)Training Rcqui rcnl,c,nts for Chcnl ists in Nuo1oar Medicino , N uclcar lndustryand
Related Areas,Wof ksl op Rt:po l1t, Nali otlal Academy Pre. s (1989).
17)Training Te(1uiremen l s in ModeTTl Aspects ofRadiochemistry,IAEA
C01risultantti' Mcctiti g.1nternationa/ .i「l;J'iliC Enefgy Ag,ency, VienM (Scptembcfi987).
18)S.W.Yates,FututeCha11engesin Nuclear Science Educatio,n, J. Radioana1. Nuc1
C hem., Artc1.,171,l,15(1993).
19) J.D.Rot)ef tson and S.W.Yatcs, R adio,a na1. Nuc1. C he m., Artc1., l 7 l ,2 l 3 ( 1 9 9 3 )20)IAEA Bu11etin, Vienna,Austfi a,40j2/1998(June1998).
l uniea tlon (〇ctober1998) ,2 l ) B. D?4 lAE A,Vienna, Austria,i'ersone,1l conl n

、

、

.

TABLElNumber of medicalcyc1otrons insta11edin the world wide dun ng?e period of 1972 March1998 ''-Number of eyelotrons

Years

42432

2
5
3
4
6
7
0
9
6
5
7
4
8
7
6
8
7
77
790
78
81
88
8
923
88
99
945
891
8
9
99
9
9
97
9
97
9
9
9
97
9
9
9
9
9
9
9
9
9
9
9
99
9
l9
l9
l9
11l11 1 11l1
19
11 l1 111 1 1 l9
-1 1

22 4 4 63 97 0
77 3382 8l52
15
1 l 1 61
- 1器

: 11ll5cycIotrons /27ycars

LastlOycars:l38cyclotrons →

十

h2
a
M

︶
︵

Total

→
9

e

l2sold7,2eyclotrons/year

l4cyclotrons/year-

J A E R I Conf

99-0l iTABLE li
Distribuition of medicalcyc1otrons by count1ies''

Country Number of cyclotron

n

J

m reG

y
n

9
．m

KU

ch N
nar
ad
aiC
B

nu

t

d

i

一

破的u

l

n
o
t
a
i

a
a
n
・

ef
d
e
F

m 3 z
mE り -9

'

e
o

tI

F

B
aaS
rt A
n
os R
i

il

a
e
r
K〇

li

da
n

F

'

z．

222 1 l1111 l 1 l 111 1 1．

g 8 加9877 6544 3 33332

a

Ma
り
U

Country Number of eyelotron

Denmark
PolandSpain

Czech Republic
Egypt
Hungary]1ndiaIndonesia
Iran

Israe1

Kazakhstan
NorwayRomania

SaudiArabia
South Afn ca
SwedenSyrianAf ab Repub置c
Totalnumber : 206

R

t
a n
a
r
m
A
da r
e t S
n
b
ofc u
l

j

l

TABLE mPrincipalcyc1otron producedradionuclides having thepotentialapplications inmedicine and other fields.
RadionueIide-

HaIf lifc
20.3m
10.0 mHalf life

Xe/ lijPb/ 20l T1
aa Y
Be
l °C

2.1h/13.3h
9.4h/73h
108d
53d

l2i

.

2(1「

123s

109.7s

l2.8h
4.2d
7.71m

uMg
4

0.09h
9.3 h / 9 . 8 m

'' V

Se
Y/ 87mY
7S

87

Mo

7,1 h

Mo
ルTc
l 4 7Gd
' Au

1.7h

的

16.1h

1.3m

5.3m
78h
2.81d
60 d
73h
2.6 0 y
59h
17d

Bj

2M

'Re

2ll

At

℃〇

S

'℃e

l:

S

- 185

-

Radionuellde'Rb/ a ' 'Kr
n

l9.4s
21h
16d
120.4d80h/14h
>

111y

67h
6.0 h

35h
1:93d
6.24d
外h
7.21h
270 d
140d
4.7h/13s

JAERI-Conf-

99 011TABLE IV
Comparison of distribution of nuclear power stations,nuclear research reactors
and medicalcyc1otros in some deve1oping countries.
L

s
h
e

a

m eD

h uPe

f

B
B
B
A

P
eRn o e
na t

m

o

i

i

hC

E
C
C
C
C

G

H
I

kI

K
K
KJ
L
L
L

m

ay

R

一1 2
l1
一6
186

一2 一141 一1 1

一2 1

J

m病 n m
a

106

一

99

3 一

動

'
n
i

Total

-

．

b
g

29

2

1

c1f
to

・
一一

山

r

12

一1 1 一1 -l l1

o
P
R
c'
i
m

前

一一
解

1

一

a

j

n
a
r

構

n
uM

4
10

︐

一 4一

f
o

り

R

8

gb

準
一難 f

3

Russian Federation
Saudi Arab R epublic
S1ovenia
South Africa
Syrian Arab Republic
ThailandTaiwanTurkeyUkraineUzbekistan
Viet Nam
Yugoslavia

Numberof
medicalcyc1otrons')

5

l l
2
3
一14 l201 l1 132 l 一1211 1 2 1 5342 13 12 1 1一13 22 1 72一

2 1 一16

E
- E

n
me

知

a

Number of
researehreaetors2')

2一 3一 5

灘

Number o f
powerstations2o1

Country

31

M
M

P
P
P
P