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What’s the most difficult question you’ve been asked as a maintenance instructor?
Blye Widmar
"Where are the prints?!"
This was the final question in an onslaught of verbal feedback, comments, and critiques I received from my students back in 2019. I had two years of instructor experience and was teaching a class that had been meticulously rehearsed in preparation for an accreditation visit. I knew the training material well and transferred that knowledge effectively enough for all the students to pass the class. As we wrapped up, I asked the students how they felt about my first big system-level class, and they did not hold back.
“Why was the exam from memory when we don’t work from memory in the plant?” “Why didn’t we refer to the vendor documents?” “Why didn’t we practice more on the mock-up?” And so on.
F. Castejón, A. J. Rubio-Montero, A. López-Fraguas, E. Ascasíbar, R. Mayo-García
Fusion Science and Technology | Volume 70 | Number 3 | November 2016 | Pages 406-416
Technical Paper | doi.org/10.13182/FST15-165
Articles are hosted by Taylor and Francis Online.
Neoclassical transport properties are studied in the TJ-II stellarator, taking effective ripple and plateau factor as the figures of merit. Using the DKES code run by grid computing techniques, these two quantities have been estimated as functions of rotational transform and plasma volume. The effective helical ripple increases with plasma volume and rotational transform. These findings suggest the degradation of confinement with iota or volume, which contradicts the scaling laws of energy confinement and the TJ-II experimental results. The plateau factor is almost constant with volume, but it increases following an almost quadratic law with rotational transform. This indicates that the improvement in confinement with iota cannot be explained by neoclassical transport in TJ-II.