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All sources NASA NTRS DOE OSTI

NASA NTRS2011

On the Use of Experimental Methods to Improve Confidence in Educed Impedance

Results from impedance eduction methods developed by NASA Langley Research Center are used throughout the acoustic liner community. In spite of recent enhancements, occasional anomalies persist with these methods, generally at frequencies where the liner produces minimal attenuation. This investigation demonstrates an experimental approach to educe impedance with increased confidence over a desired frequency range, by combining results from successive tests with different cavity depths. A series of tests is conducted with three wire-mesh facesheets, for which the results should be weakly dependent on source sound pressure level and mean grazing flow speed. First, a raylometer is used to measure the DC flow resistance of each facesheet. These facesheets are then mounted onto a frame and a normal incidence tube is used to determine their respective acoustic impedance spectra. A comparison of the acoustic resistance component with the DC flow resistance for each facesheet is used to validate the measurement process. Next, each facesheet is successively mounted onto three frames with different cavity depths, and a grazing flow impedance tube is used to educe their respective acoustic impedance spectra with and without mean flow. The no-flow results are compared with those measured in the normal incidence tube to validate the impedance eduction method. Since the anti-resonance frequency varies with cavity depth, each sample provides robust results over a different frequency range. Hence, a combination of results can be used to determine the facesheet acoustic resistance. When combined with the acoustic reactance, observed to be weakly dependent on the source sound pressure level and grazing flow Mach number, the acoustic impedance can be educed with increased confidence. Representative results of these tests are discussed, and the complete database is available in electronic format upon request.

Jones, Michael G.↗

NASA NTRS2005

International Space Education Outreach: Taking Exploration to the Global Classroom

With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.

Dreschel, T. W.↗

NASA NTRS2012

NASA Desert RATS 2011 Education Pilot Project and Classroom Activities

The National Aeronautics and Space Administration's (NASA's) Desert Research and Technology Studies (Desert RATS) is a multi-year series of tests of hardware and operations carried out annually in the high desert of Arizona, as an analog to future exploration activities beyond low Earth orbit [1]. For the past several years, these tests have occurred in the San Francisco Volcanic Field, north of Flagstaff. For the 2011 Desert RATS season, the Exploration Systems Mission Directorate (ESMD) at NASA headquarters provided support to develop an education pilot project that would include student activities to parallel the Desert RATS mission planning and exploration activities in the classroom, and educator training sessions. The development of the pilot project was a joint effort between the NASA Johnson Space Center (JSC) Astromaterials Research and Exploration Science (ARES) Directorate and the Aerospace Education Services Project (AESP), managed at Penn State University.

Gruener, J. E.↗

NASA NTRS2013

Education and Public Outreach and Engagement at NASA's Analog Missions in 2012

Analog missions are integrated, multi-disciplinary activities that test key features of future human space exploration missions in an integrated fashion to gain a deeper understanding of system-level interactions and operations early in conceptual development. These tests often are conducted in remote and extreme environments that are representative in one or more ways to that of future spaceflight destinations. They may also be conducted at NASA facilities, using advanced modeling and human-in-the-loop scenarios. As NASA develops a capability driven framework to transport crew to a variety of space environments, it will use analog missions to gather requirements and develop the technologies necessary to ensure successful exploration beyond low Earth orbit. NASA s Advanced Exploration Systems (AES) Division conducts these high-fidelity integrated tests, including the coordination and execution of a robust education and public outreach (EPO) and engagement program for each mission. Conducting these mission scenarios in unique environments not only provides an opportunity to test the EPO concepts for the particular future-mission scenario, such as the best methods for conducting events with a communication time delay, but it also provides an avenue to deliver NASA s human space exploration key messages. These analogs are extremely exciting to students and the public, and they are performed in such a way that the public can feel like part of the mission. They also provide an opportunity for crew members to obtain training in education and public outreach activities similar to what they would perform in space. The analog EPO team is responsible for the coordination and execution of the events, the overall social media component for each mission, and public affairs events such as media visits and interviews. They also create new and exciting ways to engage the public, manage and create website content, coordinate video footage for missions, and coordinate and integrate each activity into the mission timeline. In 2012, the AES Analog Missions Project performed three distinct missions - NASA Extreme Environment Mission Operations (NEEMO), which simulated a mission to an asteroid using an undersea laboratory; In-Situ Resource Utilization (ISRU) Field Test, which simulated a robotic mission to the moon searching and drilling for water; and Research and Technology Studies (RATS) integrated tests, which also simulated a mission to an asteroid. This paper will discuss the education and public engagement that occurred during these missions.

Watkins, Wendy L.↗

NASA NTRS2007

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA's educational programs benefit students while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields, while the Cooperative Education program allows undergraduate and graduate students the chance to gain work experience in the field. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identiFy the parameters that will predict the response fairly accurately during the initial stages of design. NASA's Cooperative Education Program trains the next wave of new hires while allowing graduate and undergraduate college students to gain valuable "real-world" work experience. It gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a paper resume, while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. In addition, graduate students serve as mentors for undergrad students and provide a unique learning environment. Providing students with a unique opportunity to work on "real-world" aerospace problems ultimately reinforces their problem solving abilities and their communication skills (in terms of interviewing, resume writing, technical writing, presentation, and peer review) that are vital for the workforce to succeed.

Schlee, Keith↗

NASA NTRS2013

Educational NASA Computational and Scientific Studies (enCOMPASS)

Educational NASA Computational and Scientific Studies (enCOMPASS) is an educational project of NASA Goddard Space Flight Center aimed at bridging the gap between computational objectives and needs of NASA's scientific research, missions, and projects, and academia's latest advances in applied mathematics and computer science. enCOMPASS achieves this goal via bidirectional collaboration and communication between NASA and academia. Using developed NASA Computational Case Studies in university computer science/engineering and applied mathematics classes is a way of addressing NASA's goals of contributing to the Science, Technology, Education, and Math (STEM) National Objective. The enCOMPASS Web site at http://encompass.gsfc.nasa.gov provides additional information. There are currently nine enCOMPASS case studies developed in areas of earth sciences, planetary sciences, and astrophysics. Some of these case studies have been published in AIP and IEEE's Computing in Science and Engineering magazines. A few university professors have used enCOMPASS case studies in their computational classes and contributed their findings to NASA scientists. In these case studies, after introducing the science area, the specific problem, and related NASA missions, students are first asked to solve a known problem using NASA data and past approaches used and often published in a scientific/research paper. Then, after learning about the NASA application and related computational tools and approaches for solving the proposed problem, students are given a harder problem as a challenge for them to research and develop solutions for. This project provides a model for NASA scientists and engineers on one side, and university students, faculty, and researchers in computer science and applied mathematics on the other side, to learn from each other's areas of work, computational needs and solutions, and the latest advances in research and development. This innovation takes NASA science and engineering applications to computer science and applied mathematics university classes, and makes NASA objectives part of the university curricula. There is great potential for growth and return on investment of this program to the point where every major university in the U.S. would use at least one of these case studies in one of their computational courses, and where every NASA scientist and engineer facing a computational challenge (without having resources or expertise to solve it) would use enCOMPASS to formulate the problem as a case study, provide it to a university, and get back their solutions and ideas.

Memarsadeghi, Nargess↗

NASA NTRS2015

Online Matchmaking: It's Not Just for Dating Sites Anymore! Connecting the Climate Voices Science Speakers Network to Educators

Scientists play an integral role in the development of climate literacy skills - for both teachers and students alike. By partnering with local scientists, teachers can gain valuable insights into the science practices highlighted by the Next Generation Science Standards (NGSS), as well as a deeper understanding of cutting-edge scientific discoveries and local impacts of climate change. For students, connecting to local scientists can provide a relevant connection to climate science and STEM skills. Over the past two years, the Climate Voices Science Speakers Network (climatevoices.org) has grown to a robust network of nearly 400 climate science speakers across the United States. Formal and informal educators, K-12 students, and community groups connect with our speakers through our interactive map-based website and invite them to meet through face-to-face and virtual presentations, such as webinars and podcasts. But creating a common language between scientists and educators requires coaching on both sides. In this presentation, we will present the "nitty-gritty" of setting up scientist-educator collaborations, as well as the challenges and opportunities that arise from these partnerships. We will share the impact of these collaborations through case studies, including anecdotal feedback and metrics.

Instructors↗

NASA NTRS2016

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

technology↗

NASA NTRS2019

Building Foundations for International Collaboration Through Educational Outreach Initiatives

As human space exploration pursues journeying to the Moon and Mars, international and intercultural collaboration is key for the success of such ambitious goals. Since 2014, NASA's Johnson Space Center (JSC) Hispanic Employee Resource Group (HERG) has established relationships and participated in outreach events with emerging space organizations in Latin America with educational and public outreach as a common goal. Such efforts align with strategic goals to empower the next generation of innovators and explorers and to champion the development of space exploration capabilities. This paper discusses the partnerships developed to introduce Spanish speaking populations to science, space technology, aeronautics, research and development through television, webcasts and social media. The authors share accomplishments, challenges, and lessons learned to build foundations for international collaboration to ignite research and innovation and propel human space exploration. The methodology makes use of Space Act Agreements to leverage existing outreach materials and programs and translate the content into Spanish for the benefit of students, educational organizations and the public in general. The plan is to apply the same model in other regions and countries to create a Latin American network of language translation and diffusion of science and space technology content targeting emerging space sectors. This model could be used to reach out to other international communities to provide cultural and educational outreach for space exploration and research.

Fontanot, Carlos↗

NASA NTRSDate not supplied

GL4U: Bioinformatics training for students and educators using space omics data

Amanda Marie Saravia-butler↗

NASA NTRSDate not supplied

GL4U: Using Space Omics Data to Provide Bioinformatics Training for Students and Educators

NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. In June 2022, GL4U partnered with Jet Propulsion Laboratory’s (JPL) Planetary Protection Center of Excellence to conduct the indirect training pilot program by training educators at historically black colleges and universities (HBCUs) and minority serving institutions (MSIs). During the educator pilot, participants received materials, training, and will be provided the necessary compute resources to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative. The GL4U training program provides undergraduate students from underrepresented groups the opportunity to learn about NASA and Space Biology, and to enhance their career prospects by gaining hands-on experience analyzing omics data, a skillset that is highly applicable and marketable in the life sciences. Pre- and post-bootcamp surveys were completed by all participants and show the overwhelming success of the bootcamps.

Amanda M. Saravia-Butler↗

NASA NTRSDate not supplied

GL4U: Bioinformatics Training for Students and Educators Using Space Omics Data

Amanda Marie Saravia-butler↗

DOE OSTI2015

Interdisciplinary Education through “Edutainment”: Electric Grid Resilient Control Systems Course

As energy companies and governments attempt to get more from the existing power grid and other critical infrastructures, more automatic control systems are being applied 1-2. With this greater reliance on network-based, digital automation and the stresses of pressing existing infrastructure for greater performance, the power grid and underlying systems have become more susceptible to both malicious attacks and unexpected, natural threats. Governments and other stakeholders have chosen to address infrastructure issues by the implementation of a smarter grid. In the smart grid, operators and control systems supervise power generation, distribution, transmission, and loads to utilize these assets most efficiently3. Such extensive monitoring and control over a distributed system cause complexity that challenge systems designers and human operators in new ways. In addition, cyber vulnerability of these systems has been illustrated in many recent articles on malicious attacks to electric power systems and other similar infrastructure for natural gas, water and communications4. It is therefore critical in the next generation of control systems that resilience plays a large and critical role in the grid design and development. Resilient control systems is a field of research that seeks solutions to the complexity through a holistic approach that combines cognitive science, computer security, communications, and control systems. To enable future researchers and practitioners to assist with designing more resilient systems, science, technology, engineering and mathematics education needs to incorporate interdisciplinary topics. While electrical engineering and computer science programs in the nation include a cyber-security perspective, few if any have focused on the unique control system aspects. Human cognitive aspects are most definitely not addressed in technology education discourse. To this end, a class and education tools in resilient control systems have been created.

17 WIND ENERGY↗

DOE OSTI2017

Advancing Awareness of Clean Energy Technologies and Careers through an Educational Contest

Advancing Awareness of Clean Energy Technologies and Careers through Educational Challenges Abstract - In spring 2016, the U.S. Department of Energy (DOE) Geothermal Technologies Office, in partnership with the Center for Advanced Energy Studies (CAES) and Idaho National Laboratory (INL), launched a competition for high school and university students to design an infographic illustrating the value and potential of geothermal energy. Visualizing science-based information in a way that is appealing and easy to understand is challenging; however, more than 100 teams from across the United States did just that - creating captivating infographics to tell the story of the future of geothermal energy. Teams required diverse skill sets including engineering, economics, graphics design and scientific communication, which facilitated team-based learning and drove innovation from the diverse members' backgrounds. Throughout the contest, teams were provided expert mentors in graphics arts, geothermal and environmental science, and scientific communication. Vetted by a committee of engineers, energy experts, and creative professionals, the infographics drew great interest from the geothermal and educational communities. This presentation will provide details about the 2016 Geothermal Design Challenge, diverse demographics of the participants, outreach methodologies and metrics, and the quantified impact the contest had on driving awareness of clean energy technologies and potential careers among the participants, the geothermal community, educational community and the general public.

15 GEOTHERMAL ENERGY↗

DOE OSTI2020

The CYBER security – Competency Health and Maturity Progression (CYBER-CHAMP) model: Extending the National Initiative for Cybersecurity Education (NICE) Framework Across Organizational Security

Problem Statement: There is a pervasive talent deficit in the cybersecurity industry that prevents employers from being able to fill their open positions efficiently. A holistic approach to security is required to ensure organizations have adequate prevention and response capabilities in case of a cyberattack. Specifically, industrial control systems (ICS’s) and their operational technology (OT) components have become a constant target for cyberattacks. Research Questions: It is proposed that the NICE Framework should be extended in the following areas: 1) Include guidance regarding the job roles and competencies for both IT and OT professionals. 2) Offer step-by-step solutions, based on the work role mappings from the NICE Framework, to increase cybersecurity through employee training and education. 3) Provide a streamlined, lifecycle approach to building a cybersecurity program. Contribution: The CYBER security – Competency Health and Maturity Progression (CYBER-CHAMP©) model provides a customized solution for businesses to understand their education gaps in organizational security and target areas for improvement. Rationale: The Framework for Improving Critical Infrastructure Cybersecurity v1.1 addresses ICS but does not offer a measurement of cybersecurity maturity or clear methods to ascertain an organization’s current risk profile. In Phases 1 and 5 of the model, measurements are provided to help an organization build their current and target risk profiles. The NICE framework provides a structure for planning an IT cybersecurity workforce, but the OT aspects of cybersecurity are only briefly discussed. The model uses Phases 2-3 to examine the competencies of an organization’s workforce, which includes both IT and OT roles. Current frameworks do not offer next steps to increase an organization’s cybersecurity. During Phase 4, employees’ roles are mapped to training, education, and/or certifications from common vendors. Investigative Approach: The model provides measurements and metrics for both an organization’s status and continual improvement. This improvement methodology includes guidance for creating an overall strategic plan for security improvement via products designed to increase an organization’s operational readiness through workforce competency health. Lessons Learned: Depending on who was participating, there were contradicting answers given in Phase 1 due to different security cultures in the organization. This revelation has influenced the steps listed in the User’s Guide, where Phase 1’s first recommended step is to assemble a team that champions the facilitation and implementation of the model in the organization. During Phase 2, the discovery was made that organizations may be missing roles that are necessary to perform critical cybersecurity functions. By understanding the functional roles and competencies needed, they can contract or hire cybersecurity help to fill these gaps. Implications: Using the model, organizations can discuss quantitative measures for improvement as a business case for advancing their security program. Future research can validate and extend the present theory and model to a variety of environments. It is of interest to investigate additional security roles and knowledge domains that are used to build standardized cybersecurity curriculum.

97 MATHEMATICS AND COMPUTING↗

DOE OSTI2023

Heliostat Consortium: Update on Resource, Training, and Education Development and Women+ in Concentrating Solar

One of the major barriers to Concentrating Solar Power (CSP) industry growth in the U.S. is the lack of accessibility of expert knowledge, a lack of a stable workforce pipeline, and little public awareness of the technology area. Improved Resource, Training, and Education (RTE) is needed to address these gaps, to draw workers into the field from diverse technology areas and backgrounds, and to reduce the learning curves of newcomers into the industry. As part of the RTE topic under the NREL-led Heliostat Consortium (HelioCon), a public online resource database has been created to support information sharing across the heliostat and CSP community. Here, information will be presented on the existing and planned database resources, including introductory information about CSP and heliostats, a reference library of texts and publications, educational videos, a CSP power tower plant database and case studies, a contact list of component suppliers and developers, and a list of available software/metrology tools. Women+ in Concentrating Solar is a newly created organization to promote the education, professional development, and advancement of underrepresented genders in the Concentrating Solar Power (CSP) community in a way that includes diverse backgrounds, attitudes, and perspectives. The main objectives of the groups are to provide the following opportunities for underrepresented genders: 1) organize events to provide networking opportunities and community building, 2) boost partnerships and scientific collaboration, 3) create resources to facilitate knowledge and experience sharing, 4) provide mentorship programs to support those new to the industry, 5) bring visibility to underrepresented genders and attract more to the field, and 6) promote Diversity, Equity, and Inclusion (DEI) and engage minorities and underrepresented groups. Initial activities being pursued by the group include creating an expert database to support event organizers in recruiting speakers with representation of all gender identities, hosting online networking and webinar events, organizing conference events including seminars and networking/social events, and establishing a mentorship program to connect members in the CSP community across the globe. The group is open to all genders and has grown to over 60 members in its first few months.

concentrating solar↗

DOE OSTI2015

Education and training in the field of nuclear instrumentation and measurement: CEA/INSTN (National Institute for Nuclear Sciences and Technologies) strategy to improve and develop new pedagogical tools and methods

Part of the French Alternative Energies and Atomic Energy Commission (CEA), the National Institute for Nuclear Science and Technology (INSTN) is a higher education institution whose mission is to provide students and professionals a high level of scientific and technological qualification in all disciplines related to nuclear energy applications. In this frame, INSTN carries out education and training (E and T) programs in nuclear instrumentation and radioprotection. Its strategy has always been to complete theoretical courses by training courses and laboratory works carried out on an extensive range of training tools that includes a large panel of nuclear instrumentation as well as software applications. Since its creation in 1956, the INSTN has conducted both education and vocational programs on ionizing radiation detection. An extensive range of techniques have commonly been used during practical works with students and employees of companies who need to get the knowledge and specialization in this field. Today, the INSTN is mainly equipped with usual detectors and electronics in large numbers in order to be able to accommodate up to 48 trainees at the same time in two classrooms, with only two trainees for one workstation in order to optimize their learning. In the field of the neutron detection systems, the INSTN has strongly developed its offer taking advantage of the use of research reactors, such as ISIS reactor (700 kW) at Saclay. The implementation of neutron detection systems specific to the courses offers a unique way of observing and analysing the signal coming from neutron detectors, as well as learning how to set the parameters of the detection system in real conditions. Providing the trainees with an extensive overview of each part of the neutron monitoring instrumentation apply to a nuclear reactor, hands-on measurements on the ISIS reactor play a major role in ensuring a practical and comprehensive understanding of the neutron detection system and their integration in the safety system of nuclear reactors. It also gives a solid background for the follow up and the development of the neutron detection systems. Another field of activity of the INSTN is the development of new teaching tools using software applications. We describe hereafter two applications that have recently been developed by the institute, O.S.I.R.I.S and DOSIMEX. The INSTN and the company OREKA have developed an innovative teaching tool named O.S.I.R.I.S. The tool is built on a virtual 3D environment in which users operate in a totally free way. The action is located in a pressurised water reactor in the environment of a steam generator building. The users are students or professionals who want to learn and train on concrete situations on how to protect the workers against radiation. Through the use of this serious game, users must: establish a predictive dose evaluation, implement the principles of radiation protection, perform the dose result of the operation, analyse the gap between the predictive collective dose and the collective dose achieved, and decide about the lessons to provide feedback. Taking into account the increasing constraints related to radiation protection, it is essential to use computer codes to evaluate the dose rates generated by sources of ionizing radiation. Many powerful codes exist but are often relatively complex to implement and are dedicated to experts. In addition, these codes are often 'black boxes' that does not allow the user to understand the underlying physics. The objective of DOSIMEX codes developed by the INSTN is to give, by the means of a VBA code with a simple interface, the ability to easily conduct a wide range of radiological exposure situations: calculation of gamma, beta, neutron equivalent dose rate, calculation of internal contamination and atmospheric transfer.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

DOE OSTI2017

Web-Based Learning as a Tool for Public Education and Outreach - 17503

As internet access grows worldwide, so do online learning opportunities. Academic institutions have provided Web-based courses for many years, more are joining this set each year, and online training is common in the workplace. Web-based learning represents an opportunity for sharing information with members of the public interested in learning more about nuclear energy and approaches for managing associated spent fuel and radioactive wastes. A literature review was conducted to assess current practices and opportunities for Web-based learning relevant to nuclear energy and radioactive waste management, and to identify insights toward enhancing public education and outreach. Results indicate that substantial learning is being achieved online. A review of several online training materials related to nuclear waste management found that while informative, some are text-heavy with few supporting graphics. Many educational materials designed for the workforce could also serve as a foundation for informational materials for the broader public. To address this expanded objective, basic concepts could be illustrated with graphics, the use of video clips could be expanded, a tiered approach could be applied to present increasing levels of detail, and additional practical exercises could be included to reflect field situations. Such enhancements could further strengthen the effectiveness of Web-based learning as a tool for education and outreach, both for the nuclear workforce and for citizens interested in these topics. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗