In this paper, facts are traditionally considered as negative in nuclear related education, e.g. the invisible nuclear radiation, harmful release, even nuclear accidents, are discussed. This paper puts that the factors may let the public be against to nuclear are possible to be converted and improve public acceptance to nuclear industry. The premise is: awareness of those factors are included in nuclear education as a highlighted part, unlike the way they were treated before: never be mentioned or even be hidden on purpose. Nuclear education used to merely show the “perfection” of nuclear power, such as it is clear, green and effective, which is absolutely correct. However, people know that there is no silver bullet. The disadvantages of nuclear are almost never included in nuclear education, not mention the accidents or solutions to nuclear emergency. This type of education helps little to improve public acceptance to nuclear, what is worse, it prevents the public from seeing a whole picture of nuclear and nuclear industry; the public may be puzzled and tend to reject nuclear, because that they don’t have proper awareness of danger, and tend to magnify it indefinitely. This paper focuses on how the information and knowledge of nuclear radiation, NPP accident, and other “dark” facts may affect the impression of nuclear to the public. This paper also discusses the parts are necessary to be included in nuclear education, such as radiation protection, contingency plan and factors mentioned above. Additionally, this paper proves that if dealt correctly, the facts to be treated negative are turned to have a miraculous effect on improving public acceptance to nuclear.

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