Results for “LECTURES” — Page 16

DOE OSTI2014

MO-E-18A-01: Imaging: Best Practices In Pediatric Imaging

This imaging educational program will focus on solutions to common pediatric imaging challenges. The speakers will present collective knowledge on best practices in pediatric imaging from their experience at dedicated children's hospitals. Areas of focus will include general radiography, the use of manual and automatic dose management in computed tomography, and enterprise-wide radiation dose management in the pediatric practice. The educational program will begin with a discussion of the complexities of exposure factor control in pediatric projection radiography. Following this introduction will be two lectures addressing the challenges of computed tomography (CT) protocol optimization in the pediatric population. The first will address manual CT protocol design in order to establish a managed radiation dose for any pediatric exam on any CT scanner. The second CT lecture will focus on the intricacies of automatic dose modulation in pediatric imaging with an emphasis on getting reliable results in algorithmbased technique selection. The fourth and final lecture will address the key elements needed to developing a comprehensive radiation dose management program for the pediatric environment with particular attention paid to new regulations and obligations of practicing medical physicists. Learning Objectives: To understand how general radiographic techniques can be optimized using exposure indices in order to improve pediatric radiography. To learn how to establish diagnostic dose reference levels for pediatric patients as a function of the type of examination, patient size, and individual design characteristics of the CT scanner. To learn how to predict the patient's radiation dose prior to the exam and manually adjust technique factors if necessary to match the patient's dose to the department's established dose reference levels. To learn how to utilize manufacturer-provided automatic dose modulation technology to consistently achieve patient doses within the department's established size-based diagnostic reference range. To understand the key components of an enterprise-wide pediatric dose management program that integrates the expanding responsibilities of medial physicists in the new era of dose monitoring.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2014

MO-E-18C-02: Hands-On Monte Carlo Project Assignment as a Method to Teach Radiation Physics

Purpose: To present a hands-on project on Monte Carlo methods (MC) recently added to the curriculum and to discuss the students' appreciation. Methods: Since 2012, a 1.5 hour lecture dedicated to MC fundamentals follows the detailed presentation of photon and electron interactions. Students also program all sampling steps (interaction length and type, scattering angle, energy deposit) of a MC photon transport code. A handout structured in a step-by-step fashion guides student in conducting consistency checks. For extra points, students can code a fully working MC simulation, that simulates a dose distribution for 50 keV photons. A kerma approximation to dose deposition is assumed. A survey was conducted to which 10 out of the 14 attending students responded. It compared MC knowledge prior to and after the project, questioned the usefulness of radiation physics teaching through MC and surveyed possible project improvements. Results: According to the survey, 76% of students had no or a basic knowledge of MC methods before the class and 65% estimate to have a good to very good understanding of MC methods after attending the class. 80% of students feel that the MC project helped them significantly to understand simulations of dose distributions. On average, students dedicated 12.5 hours to the project and appreciated the balance between hand-holding and questions/implications. Conclusion: A lecture on MC methods with a hands-on MC programming project requiring about 14 hours was added to the graduate study curriculum since 2012. MC methods produce “gold standard” dose distributions and slowly enter routine clinical work and a fundamental understanding of MC methods should be a requirement for future students. Overall, the lecture and project helped students relate crosssections to dose depositions and presented numerical sampling methods behind the simulation of these dose distributions. Research funding from governments of Canada and Quebec. PP acknowledges partial support by the CREATE Medical Physics Research Training Network grant of the Natural Sciences and Engineering Research Council (Grant number: 432290)

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2016

TH-E-201-00: Teaching Radiology Residents: What, How, and Expectation

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2016

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

61 RADIATION PROTECTION AND DOSIMETRY↗

DOE OSTI2020

American Chemical Society's summer school in nuclear and radiochemistry. Final report

The ACS Summer Schools in Nuclear and Radiochemistry (herein called “Summer Schools”) were held each year at San Jose State University (SJSU) and Brookhaven National Laboratory (BNL). The Summer Schools are an intensive, six-week program that includes both a lecture component covering fundamental principles of nuclear chemistry and radiochemistry and a laboratory component providing hands-on experience for the students to observe and test many of the basic principles that they learn about in lecture and in the special seminars. Each site hosts 12 undergraduate students annually. Participants are selected from a nation-wide pool of applicants who are currently enrolled as undergraduates seeking bachelors’ degrees, preferably in disciplines of physical sciences or engineering. To broaden the students’ perspectives on nuclear science, prominent research scientists active in nuclear and/or radiochemical research participate in a Guest Lecture Series. Symposia emphasizing nuclear security, nuclear medicine, and career opportunities are conducted as a part of the program.

07 ISOTOPE AND RADIATION SOURCES↗

DOE OSTI2023

High Energy Theory and Cosmology Workshops at the Leinweber Center for Theoretical Physics at the University of Michigan

This award partially supported a workshop and a summer school held at the Leinweber Center for Theoretical Physics at the University of Michigan in Ann Arbor. Funds were primarily used to support the travel of external participants. The programs were substantially delayed owing to the pandemic. The symposium was initially slated for Spring 2020. The 2023 Michigan Cosmology Summer School was held June 5-9 2023 in Ann Arbor Michigan. There were about 150 in-person international participants (of whom about 35Nine external lecturers listed below delivered a series of lectures ranging on topics from “Measuring and Mapping Cosmic Shear” to “Dark Dark Energy and Modified Gravity.” Many archived version of the slides and videos of the lectures may be found at https://johannesulf.github.io/cosmology-school-2023/program.html

72 PHYSICS OF ELEMENTARY PARTICLES AND FIELDS↗

NASA NTRS1971

Performance and Dynamics of Aerospace Vehicles

This publication consists of a series of lectures prepared by personnel of the NASA Langley Research Center. Collectively, they were presented as a graduate seminar at Rensselaer Polytechnic Institute, Troy, New York, under the auspices of Professor Robert E. Duffy. The lectures summarize theoretical and experimental work in a number of areas of current interest in the design of aeronautical and space vehicles and were intended as an extension of general academic studies toward applications to solutions of practical problems. The material presented is not intended to be a comprehensive survey of the state of the art but rather a series of resumes of work in several areas, some of which represent fairly recent developments and others in which the significant contributions are distributed in various publications. The material covered reflects the specialties and viewpoints of the individual lecturers and little effort has been made to provide continuity between the different papers. The topics are, nevertheless, grouped under three general headings, as follows: 1. Aerodynamics of vehicles in various speed ranges 2. Problems involving aeroelasticity and unsteady aerodynamics 3. Methods and application of analytical techniques in dynamic stability problems The material is considered suitable for providing aeronautical engineering students with background information and working knowledge in a number of specialized fields which are usually omitted or discussed only briefly in an undergraduate curriculum.

Source record↗

NASA NTRS1983

Detroit space odessey

The symposium included personal appearances by NASA astronauts, NASA exhibits, aerospace science lecture demonstrations (Spacemobile Lectures), and talks on job opportunities in aerospace and on the benefits of the Space Program. The program was directed mainly at (public, parochial and private) student groups, each of which spent three hours at the symposium site, Wayne State University campus, to participate in the symposium activities. The symposium was open to the general public and consisted of the NASA exhibits, aerospace science lecture demonstrations, films, talks on the benefits of the space program, and a special tasting demonstration of ""space food'' meal systems.

Allen, H., Jr.↗

NASA NTRS1988

Cosmic strings and superconducting cosmic strings

The possible consequences of forming cosmic strings and superconducting cosmic strings in the early universe are discussed. Lecture 1 describes the group theoretic reasons for and the field theoretic reasons why cosmic strings can form in spontaneously broken gauge theories. Lecture 2 discusses the accretion of matter onto string loops, emphasizing the scenario with a cold dark matter dominated universe. In lecture 3 superconducting cosmic strings are discussed, as is a mechanism which leads to the formation of structure from such strings.

Copeland, Edmund↗

NASA NTRS1988

Aircraft integrated design and analysis: A classroom experience

AAE 451 is the capstone course required of all senior undergraduates in the School of Aeronautics and Astronautics at Purdue University. During the past year the first steps of a long evolutionary process were taken to change the content and expectations of this course. These changes are the result of the availability of advanced computational capabilities and sophisticated electronic media availability at Purdue. This presentation will describe both the long range objectives and this year's experience using the High Speed Commercial Transport (HSCT) design, the AIAA Long Duration Aircraft design and a Remotely Piloted Vehicle (RPV) design proposal as project objectives. The central goal of these efforts was to provide a user-friendly, computer-software-based, environment to supplement traditional design course methodology. The Purdue University Computer Center (PUCC), the Engineering Computer Network (ECN), and stand-alone PC's were used for this development. This year's accomplishments centered primarily on aerodynamics software obtained from the NASA Langley Research Center and its integration into the classroom. Word processor capability for oral and written work and computer graphics were also blended into the course. A total of 10 HSCT designs were generated, ranging from twin-fuselage and forward-swept wing aircraft, to the more traditional delta and double-delta wing aircraft. Four Long Duration Aircraft designs were submitted, together with one RPV design tailored for photographic surveillance. Supporting these activities were three video satellite lectures beamed from NASA/Langley to Purdue. These lectures covered diverse areas such as an overview of HSCT design, supersonic-aircraft stability and control, and optimization of aircraft performance. Plans for next year's effort will be reviewed, including dedicated computer workstation utilization, remote satellite lectures, and university/industrial cooperative efforts.

Source record↗

NASA NTRS1996

The VTLA System of Course Delivery and Faculty Development in Materials Education

There is a national need for high-quality, upper division courses that address critical topics in materials synthesis, particularly those beyond the present expertise of the typical university department's faculty. A new project has been started to test a novel distance education and faculty development system, called Video Tape Live Audio (VTLA). This, if successful, would at once enlarge the national Materials Science and Engineering (MSE) student cohort studying material synthesis and develop faculty expertise at the receiving sites. The mechanics for the VTLA scheme are as follows: A course is designed in the field selected for emphasis and for which there is likely to be considerable demand, in this example 'Ceramic Materials Synthesis: Theory and Case Studies'. One of the very best researcher/teachers records lectures of TV studio quality with appropriate visuals. Universities and colleges which wish to offer the course agree to offer it at the same hour at least once a week. The videotaped lectures and accompanying text, readings and visuals are shipped to the professor in charge, who has an appropriate background. The professor arranges the classroom TV presentation equipment and supervises the course. Video lectures are played during regular course hours twice a week with time for discussion by the supervising professor. Typically the third weekly classroom period is scheduled by all sites at a common designated hour, during which the course author/presenter answers questions, provides greater depth, etc. on a live audio link to all course sites. Questions are submitted by fax and e-mail prior to the audio tutorial. coordinating professors at various sites have separate audio teleconferences at the beginning and end of the course, dealing with the philosophical and pedagogical approach to the course, content and mechanics. Following service once or twice as an 'apprentice' to the course, the coordinating professors may then offer it without the necessity of the live audio tutorial.

Berrettini, Robert↗

NASA NTRS1995

Development of Distant Learning Laboratory and Creation of Educational Materials

The Office of Education's fundamental goal is to disseminate information, mostly that which relates to science and technology. In this attempt, as I have observed, the office has many programs bringing both students and teachers to NASA Langley to expose them to the facilities and to teach them some about the scientific theory and about available modern technology. As a way of expanding the audience that can be reached, as the expense of bringing people in is limiting, Marchelle Canright has proposed establishing a center dedicated to researching and producing distant learning videos. Although distant learning through telecommunications is not a new concept, as many universities, colleges, and precollege level schools offer televised courses, the research in this field has been limited. Many of the standing distant learning broadcasts are simply recordings of teachers in classrooms giving lectures to their own students; they are not aimed at the television audience. In some cases the videos are produced without a Live-lecture atmosphere, but are still only classroom lectures. In either case, however, the full range of capabilities of video production are not being fully utilized. Methods for best relaying educational material have not been explored. Possibilities for including computerized images and video clips for the purpose of showing diagrams and processes, as well as examples in fitting cases, may add considerably to the educational value of these videos. Also, through Internet and satellite links, it is possible for remote students to interact with the teachers during televised sessions. These possibilities might, also, add to the effectiveness of distant learning programs. Ms. Canright's proposed center will be dedicated to researching these possibilities and eventually spreading the results to distant learning program managers. This is the project I was involved in over the summer. As implied, the center is still at the foundation stages. Ms. Canright has proposed four or five possible series that could be developed, each one aimed at a specific age group of students, or group of teachers. I was involved in the design of the series aimed at the youngest children, the Picture Book Science series. My involvement included proposing and researching topics, writing a lesson for the first show, writing the latter portion of the picture book story (the part including the scientific lesson), and illustrating the story. I also designed and collected the materials for the Learning Center's television studio set as well as finished the painting of the main backdrop panels.

Considine, Michelle↗

NASA NTRS1997

Other Cryogenic Wind Tunnel Projects

The first cryogenic tunnel was built at the NASA Langley Research Center in 1972. Since then, many cryogenic wind-tunnels have been built at aeronautical research centers around the world. In this lecture some of the more interesting and significant of these projects that have not been covered by other lecturers at this Special Course are described. In this lecture authors describe cryogenic wind-tunnel projects at research centers in four countries: China (Chinese Aeronautical Research and Development Center); England (College of Aeronautics at Cranfield, and Defence Research Agency - Bedford); Japan (National Aerospace Laboratory, University of Tsukuba, and National Defense Academy); and United States (Douglas Aircraft Co., University of Illinois at Urbana-Champaign, and NASA Langley).

Kilgore, Robert A.↗

NASA NTRS1999

High Order Approximations for Compressible Fluid Dynamics on Unstructured and Cartesian Meshes

The development of high-order accurate numerical discretization techniques for irregular domains and meshes is often cited as one of the remaining challenges facing the field of computational fluid dynamics. In structural mechanics, the advantages of high-order finite element approximation are widely recognized. This is especially true when high-order element approximation is combined with element refinement (h-p refinement). In computational fluid dynamics, high-order discretization methods are infrequently used in the computation of compressible fluid flow. The hyperbolic nature of the governing equations and the presence of solution discontinuities makes high-order accuracy difficult to achieve. Consequently, second-order accurate methods are still predominately used in industrial applications even though evidence suggests that high-order methods may offer a way to significantly improve the resolution and accuracy for these calculations. To address this important topic, a special course was jointly organized by the Applied Vehicle Technology Panel of NATO's Research and Technology Organization (RTO), the von Karman Institute for Fluid Dynamics, and the Numerical Aerospace Simulation Division at the NASA Ames Research Center. The NATO RTO sponsored course entitled "Higher Order Discretization Methods in Computational Fluid Dynamics" was held September 14-18, 1998 at the von Karman Institute for Fluid Dynamics in Belgium and September 21-25, 1998 at the NASA Ames Research Center in the United States. During this special course, lecturers from Europe and the United States gave a series of comprehensive lectures on advanced topics related to the high-order numerical discretization of partial differential equations with primary emphasis given to computational fluid dynamics (CFD). Additional consideration was given to topics in computational physics such as the high-order discretization of the Hamilton-Jacobi, Helmholtz, and elasticity equations. This volume consists of five articles prepared by the special course lecturers. These articles should be of particular relevance to those readers with an interest in numerical discretization techniques which generalize to very high-order accuracy. The articles of Professors Abgrall and Shu consider the mathematical formulation of high-order accurate finite volume schemes utilizing essentially non-oscillatory (ENO) and weighted essentially non-oscillatory (WENO) reconstruction together with upwind flux evaluation. These formulations are particularly effective in computing numerical solutions of conservation laws containing solution discontinuities. Careful attention is given by the authors to implementational issues and techniques for improving the overall efficiency of these methods. The article of Professor Cockburn discusses the discontinuous Galerkin finite element method. This method naturally extends to high-order accuracy and has an interpretation as a finite volume method. Cockburn addresses two important issues associated with the discontinuous Galerkin method: controlling spurious extrema near solution discontinuities via "limiting" and the extension to second order advective-diffusive equations (joint work with Shu). The articles of Dr. Henderson and Professor Schwab consider the mathematical formulation and implementation of the h-p finite element methods using hierarchical basis functions and adaptive mesh refinement. These methods are particularly useful in computing high-order accurate solutions containing perturbative layers and corner singularities. Additional flexibility is obtained using a mortar FEM technique whereby nonconforming elements are interfaced together. Numerous examples are given by Henderson applying the h-p FEM method to the simulation of turbulence and turbulence transition.

Barth, Timothy↗

NASA NTRS1995

Ulysses News Conference

The focus of this lecture is to discuss the purpose of the Ulysses mission. The mission objective is to study magnetic fields, cosmic rays and the solar winds from both the equator and the (North and South) poles of the Sun. The moderator of this lecture is Dr. Steve Maran, NASA/Goddard Space Flight Center, and panel members include Dr. Richard Marsden, ESA (European Space Agency) Project Scientist, Dr. Edward J. Smith, JPL/NASA Project Scientist, Dr. Antoinette Galvin, University of Maryland College Park, Dr. Randy Jokipii, University of Arizona, and Dr. John Phillips, Los Alamos National Laboratory. Each panel member contributes to the informative nature of this live video coverage. Topics discussed are the direction of the magnetic fields, solar winds, and cosmic rays. Visual aids of this lecture consist of various slides and computerized simulations.

Source record↗

NASA NTRS1994

The Origins of Polycyclic Aromatic Hydrocarbons: Are They Everywhere?

During the past 15 years considerable progress in observational techniques has been achieved in the middle-infrared region (5000-500 per centimeter, 2-20 micron), the region where most diagnostic molecular vibrations occur. Spectra of many different astronomical infrared sources, some deeply embedded in dark molecular clouds and others at their edges, are now available. These spectra provide a powerful probe, not only for the identification of interstellar molecules in both the gas and solid phases, but also of the physical and chemical conditions which prevail in these two very different domains. The two lectures will focus on the evidence that polycyclic aromatic hydrocarbons (PAHs) are an important, ubiquitous and abundant interstellar species. PAHs are. extremely stable species which can range in size from a few angstroms across to several hundred angstroms (PAHs are also the building blocks of amorphous carbon particles). This identification rests on the suggestive agreement between the laboratory spectra of PAHs with a set of IR emission bands which emanate from many different sources where ultraviolet starlight impinges on a "dusty" region. The picture is that individual PAHs are first pumped into highly vibrationally excited states and relax by fluorescence at their fundamental vibrational frequencies. That PAHs are a ubiquitous interstellar component has serious ramifications in other spectral regions as well, including the strong extinction in the ultraviolet, and the classic visible diffuse interstellar bands discovered more than 50 years ago (but unexplained to this day) The first part of the course will focus on the interpretation of astronomical spectra. The second lecture will start by showing how recent laboratory data on PAHs taken under realistic interstellar conditions has con borated the PAH hypothesis and led to great insight into the conditions in the PAH containing regions. This lecture will end by reviewing the ever-increasing evidence for interstellar PAHs in meteorites and interplanetary dust particles. This in conjunction with the recent suggestion that PAHs are abundant in Jupiter's atmosphere will make the point that "PAHs are Everywhere".

Allamandola, L. J.↗