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All sourcesNASA NTRSDOE OSTI
NASA NTRS1991

Clinical aspects of telemedicine

Communication among physicians is an essential in order to combine our experiences for the elucidation and application of new knowledge and for the accurate and uniform application of established medical practice. This communication requires an adequate understanding of the culture of the patient and the social context of disease and indeed the culture of the physician. Malnutrition in Bangladesh means caloric insufficiency, and a program to lower cholesterol would be impertinent, while a program to enhance the nutrition of patients in Texas by an international effort to import more grain would be ludicrous. In the same vein a public health effort to combat alcoholic cirrhosis in Mecca would be as silly as a program to increase fiber in the diet of the Bantu. Clinical communication must acknowledge the culture of the issue at hand and the differences in the experiential base of the physicians. Not only do geography and culture affect the potential differences in the experiential bases, but the world utilizes very different traditions of education and science in training physicians. We are influenced by the diseases we treat, and learn to look for the expected at least as much as we are attentive to the unexpected. A physician in Siberia would be much more likely to recognize frostbite than one from Buenos Aires, and the Argentine doctor would much more likely consider Chaga's Disease to explain abdominal pain than a colleague in Zurich. Beyond these obvious issues in communication among physicians we must deal with the many languages and idioms used in the world. An overview of using Telemedicine SpaceBridge after the earthquake in the Republic of Armenia in 1988 is presented.

Merrell, Ronald C.↗
NASA NTRS2004

Journal of Air Transportation, Volume 9, No. 1

The articles in this issue include: 1) Are Four Year Universities Better than Two-Year Colleges at Preparing Students to Pass the FAA Aircraft Mechanic Certification Written Examinations? 2) Assessing Perceived Risk of Consumers in Internet Airline Reservations Services; 3) Perceptions of Communication Training Among Collegiate Flight Educators; 4) Ethics Education in University Aviation Management Programs in the U.S.: Part Three - Qualitative Analysis and Recommendations; 5) Airline Flight Operations Internships Perspectives; 6) Applying Data Mining Techniques to Forecast Number of Airline Passengers in Saudi Arabia (Domestic and International Travels).

Bowen, Brent D.↗
NASA NTRS1994

Comparing the effects of two in-flight aerobic exercise protocols on standing heart rates and VO(2peak) before and after space flight

The effects of regular aerobic exercise on orthostatic tolerance have been the subject of a long-standing controversy that will influence the use of exercise during space flight. To examine these effects, astronauts performed continuous (CE) aerobic exercise (n = 8), interval (IE) aerobic exercise (n = 4), or no (NE) exercise (n = 5) during flights of 7 to 11 days. Heart rate (HR) responses to an orthostatic challenge (stand test) were measured 10 days before flight and on landing day. VO(2peak) (graded treadmill exercise) was measured 7 to 21 days before and 2 days after flight. No significant differences across the groups were observed in standing HRs before or after flight. However, the within-group mean HRs significantly increased in the NE (71-89 beats/min) and CE (60-85 beats/min) groups after space flight. The HRs for the IE group did not significantly increase (75-86 beats/min) after space flight. VO(2peak) decreased (P < .05) in the NE (-9.5%) group, but did not change in the CE (-2.4%) and IE (1%) groups. The relationship (r = 0.237) between the delta HR and delta VO(2peak) was not significant. These preliminary results indicate that: (1) continuous exercise does not affect the orthostatic HR response after space flight; (2) interval exercise may minimize an increase in the postflight orthostatic HR; and (3) both exercise protocols can maintain VO(2peak).

NASA Discipline Musculoskeletal↗
NASA NTRS2004

Foot-ground reaction force during resistive exercise in parabolic flight

INTRODUCTION: An interim resistance exercise device (iRED) was designed to provide resistive exercise as a countermeasure to spaceflight-induced loss of muscle strength and endurance as well as decreased bone mineral density. The purpose of this project was to compare foot-ground reaction force during iRED exercise in normal gravity (1 G) vs. microgravity (0 G) achieved during parabolic flight. METHODS: There were four subjects who performed three exercises (squat, heel raise, and deadlift) using the iRED during 1 G and 0 G at a moderate intensity (60% of maximum strength during deadlift exercise). Foot-ground reaction force was measured in the three orthogonal axes (x, y, z) using a force plate, and the magnitude of the resultant force vector was calculated (r = square root(x2 + y2 + z2)). Linear displacement (LD) was measured using a linear transducer. Peak force (Fpeak) and an index of total work (TWi) were calculated using a customized computer program. Paired t-tests were used to test if significant differences (p < or = 0.05) were observed between 1 G and 0 G exercise. RESULTS: Fpeak and TWi measured in the resultant axis were significantly less in 0 G for each of the exercises tested. During 0 G, Fpeak was 42-46% and TWi was 33-37% of that measured during 1 G. LD and average time to complete each repetition were not different from 1 G to 0 G. CONCLUSIONS: Crewmembers who perform resistive exercises during spaceflight that include the movement of a large portion of their body mass will require much greater external resistive force during 0 G than 1 G exercise to provide a sufficient stimulus to maintain muscle and bone mass.

Physical Education and Training↗
DOE OSTI2022

Domestic and International Standards for Nuclear Criticality Safety – Overview and Status

The domestic and international consensus standards for nuclear criticality safety (NCS) have provided guidance for staff performing hands-on work in operations with fissionable materials. These consensus standards have contributed directly to the significant reduction in the rate of criticality accidents in process facilities since the 1940s. The last known criticality accident inside the United States was in 1978 (nearly 43 years ago) at the Idaho Chemical Processing Plant, and outside the United States, an accident occurred at Tokai-mura, Japan, in 1999 (23 years ago). The domestic consensus standards for NCS include the American Nuclear Society (ANS) standards. The ANS Standards Board, the NCS Consensus Committee, and the ANS-8 Subcommittee oversee the development and maintenance of these standards. There are currently eighteen standards in the ANS-8 series. Currently, there are six ANS-8 standards in revision mode and eleven in a maintenance mode with one new standard under development. The international consensus standards for NCS calculations, procedures, and practices are maintained and developed within the International Organization for Standardization (ISO), Technical Committee 85 on Nuclear Energy, Subcommittee 5 on Nuclear Fuel Technology, and Working Group 8, “Nuclear Criticality Safety.” Eleven standards are currently available, three standards are in revision mode, and two standards are development. This paper provides the NCS community with an overview and status report of domestic and international NCS consensus standards to stimulate interest and to support their continued development.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2022

Hand Calculations for Nuclear Criticality Safety – Primer Revision

The document “ Hand Calculation Methods for Criticality Safety – A Primer, ” was published by the authors (Los Alamos National Laboratory report LA-14244-M) in December 2006 to provide an overview of the most common hand calculation methods used for criticality safety analysis. Hand calculation methods can be used as a starting point for more advanced calculations, and in many circumstances, they can provide sensitivity and perturbation information quicker than using a criticality code, such as KENO or MCNP. This report has been revised to augment existing basis information and example problems for each of the methods discussed: 1-group and modified 1- group diffusion theory, core-density conversions, buckling conversions, limiting surface density method, density analog method, surface density method, and solid angle method. This primer discusses the applicability of the various methods, illustrates how they are used, and provides an interpretation of the example problem results. The example problems provided are simple, practical problems, and the reference data to solve each example problem is provided. This paper will provide an overview of the Primer revision and how it can be useful for new Nuclear Criticality Safety practitioners.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2022

Domestic and International Standards for Nuclear Criticality Safety - Overview & Status [Abstract]

The domestic and international consensus standards for nuclear criticality safety (NCS) have provided guidance for staff performing hands-on work in operations with fissionable materials. These consensus standards have contributed directly to the significant reduction in the rate of criticality accidents in process facilities since the 1940s. The last known criticality accident inside the United States was in 1978 (nearly 43 years ago) at the Idaho Chemical Processing Plant, and outside the United States, an accident occurred at Tokai-mura, Japan, in 1999 (22 years ago). The domestic consensus standards for NCS include the American Nuclear Society (ANS) standards. The ANS Standards Board, the NCS Consensus Committee, and the ANS-8 Subcommittee oversee the development and maintenance of these standards. There are currently eighteen standards in the ANS-8 series. Currently, there are six ANS-8 standards in re- vision mode and eleven in a maintenance mode with one new standard under development. The international consensus standards for NCS calculations, procedures, and practices are maintained and developed within the International Organization for Standardization, Technical Committee 85 on Nuclear Energy, Subcommittee 5 on Nuclear Fuel Technology, and Working Group 8, “Nuclear Criticality Safety.” Eleven standards are currently available, three standards are in revision mode, and two standards are development. This paper provides the NCS community with an overview and status report of domestic and international NCS consensus standards to stimulate interest and to support their continued development.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2022

Hand Calculations for Nuclear Criticality Safety — Primer Revision [Abstract]

The document “ Hand Calculation Methods for Criticality Safety –A Primer, ” was published by the authors (Los Alamos National Laboratory report LA-14244-M) in December 2006 to provide an overview of the most common hand calculation methods used for criticality safety analysis. Hand calculation methods can be used as a starting point for more advanced calculations, and in many circumstances, they can provide sensitivity and perturbation information quicker than using a criticality code, such as KENO or MCNP. This report has been revised to augment existing basis information and example problems for each of the methods discussed: 1-group and modified 1-group diffusion theory, core-density conversions, buckling conversions, limiting surface density method, density analog method, surface density method, and solid angle method. This primer discusses the applicability of the various methods, illustrates how they are used, and provides an interpretation of the example problem results. The example problems provided are simple, practical problems, and the reference data to solve each example problem is provided. This paper will provide an overview of the Primer revision and how it can be useful for new Nuclear Criticality Safety practitioners.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2021

Nuclear Enterprise Science & Technology (NEST) [Slides]

The NEST Certificate Program is designed to provide students with the skills and experience to qualify for entry-level positions in nuclear facilities as Fissile Material Handler and/or Glovebox Operator. The program goal is to provide for a technically qualified workforce who can execute a variety of programmatic work in modern nuclear materials handling and processing facilities. The program is designed to be completed in a minimum of 1 year (2 semesters) of university level courses (30 credit hours). A certificate will be offered and awarded through the University of New Mexico – Los Alamos (UNM-LA). NEST is unique in that it is an immersive education program. The NNSA-required training for nuclear material handlers and fissionable material handlers has been cross-walked with the educational Core Curricula. Academic content will be delivered that provides background scientific and engineering understanding of the fundamental concepts behind this training. It will be offered as a Pilot Program to an incumbent cohort to ensure that the Certificate meets programmatic needs. NEST is modelled after a Wharton County Junior College (Texas) program to attract and produce nuclear reactor operators.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
NASA NTRS2011

Mission X: Train Like an Astronaut Pilot Study

Mission X: Train Like an Astronaut is an international educational challenge focusing on fitness and nutrition as we encourage students to "train like an astronaut." Teams of students (aged 8-12) learn principles of healthy eating and exercise, compete for points by finishing training modules, and get excited about their future as "fit explorers." The 18 core exercises (targeting strength, endurance, coordination, balance, spatial awareness, and more) involve the same types of skills that astronauts learn in their training and use in spaceflight. This first-of-its-kind cooperative outreach program has allowed 14 space agencies and various partner institutions to work together to address quality health/fitness education, challenge students to be more physically active, increase awareness of the importance of lifelong health and fitness, teach students how fitness plays a vital role in human performance for exploration, and inspire and motivate students to pursue careers in STEM fields. The project was initiated in 2009 in response to a request by the International Space Life Sciences Working Group. USA, Netherlands, Italy, France, Germany, Austria, Colombia, Spain, and United Kingdom hosted teams for the pilot this past spring, and Japan held a modified version of the challenge. Several more agencies provided input into the preparations. Competing on 131 teams, more than 3700 students from 40 cities worldwide participated in the first round of Mission X. OUTCOMES AND BEST PRACTICES Members of the Mission X core team will highlight the outcomes of this international educational outreach pilot project, show video highlights of the challenge, provide the working group s initial assessment of the project and discuss the future potential of the effort. The team will also discuss ideas and best practices for international partnership in education outreach efforts from various agency perspectives and experiences

Lloyd, Charles W.↗
DOE OSTI2026

Hydrogen Education for a Decarbonized Global Economy (H 2 EDGE) (Final Technical Report)

The energy sector is undergoing rapid growth and transformation, creating urgent demand for a skilled workforce to support emerging technologies and resilient systems. Hydrogen is an emerging solution for “hard to abate” sectors, including heavy industry and transportation that also provides optionality for the electric system and enables long‑duration energy storage. As hydrogen scales from traditional industrial uses to new applications, success depends on knowledgeable engineers, technicians, planners, and operators safely deploying hydrogen technologies across the full value chain: production, delivery, storage, and end use. The H 2 EDGE initiative, funded by the U.S. Department of Energy’s Hydrogen and Fuel Cell Technologies Office from 2020 to 2025, was launched to prepare people for careers hydrogen and related technologies. Through its interactive approach, H 2 EDGE equipped stakeholders with knowledge and tools to build a reliable and sustainable energy future together. H 2 EDGE built a national network of academic and industry partners to deliver modular training, share open-access curricula, and engage diverse talent pipelines. The program leveraged EPRI’s extensive industry membership and expanded on the train-the-trainer model of the GridEd program to connect educators, employers, and community organizations across all regions of the U.S. New methods were introduced to more systematically map hydrogen competencies and assess curricula using traditional and AI-assisted approaches. Outcomes included delivery of professional short courses, developing university curriculum, sponsoring faculty and student projects, and engaging stakeholders through workshops, site tours, and webinars.

08 HYDROGEN↗
NASA NTRSDate not supplied

GL4U: Training the next generation of bioinformaticians, one omics datatype at a time

Spaceflight modifies gene expression in every organism examined to date, including humans. Understanding how these gene expression changes affect physiology is crucial for the development of countermeasures to enable long-duration manned missions. NASA’s GeneLab project provides researchers open access to multi-omics data, including genetic and gene expression data, from spaceflight experiments that can be mined to understand the effects of spaceflight on biological systems. To ensure new knowledge generation through data re-use, it is important to maximize the number of scientists who utilize GeneLab data. Training students on the GeneLab platform is the best way to create long-term adopters of this NASA database and its tools. Turning students into future instructors and advocates will also accelerate the dissemination of these data and tools to the broader scientific community. Therefore, in collaboration with the GeneLab Educational Working Group (EWG), 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. During the bootcamp, educators will receive materials and training 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 direct training pilot program was conducted in June 2021 in collaboration with USRA and San Jose State University (SJSU). During the pilot, SJSU 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 demonstrates the capacity of GL4U for training young scientists and encouraging data re-use.

Jonathan Matthew Galazka↗
DOE OSTI2022

Protein Data Bank: A Comprehensive Review of 3D Structure Holdings and Worldwide Utilization by Researchers, Educators, and Students

The Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB), funded by the United States National Science Foundation, National Institutes of Health, and Department of Energy, supports structural biologists and Protein Data Bank (PDB) data users around the world. The RCSB PDB, a founding member of the Worldwide Protein Data Bank (wwPDB) partnership, serves as the US data center for the global PDB archive housing experimentally-determined three-dimensional (3D) structure data for biological macromolecules. As the wwPDB-designated Archive Keeper, RCSB PDB is also responsible for the security of PDB data and weekly update of the archive. RCSB PDB serves tens of thousands of data depositors (using macromolecular crystallography, nuclear magnetic resonance spectroscopy, electron microscopy, and micro-electron diffraction) annually working on all permanently inhabited continents. RCSB PDB makes PDB data available from its research-focused web portal at no charge and without usage restrictions to many millions of PDB data consumers around the globe. It also provides educators, students, and the general public with an introduction to the PDB and related training materials through its outreach and education-focused web portal. This review article describes growth of the PDB, examines evolution of experimental methods for structure determination viewed through the lens of the PDB archive, and provides a detailed accounting of PDB archival holdings and their utilization by researchers, educators, and students worldwide.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS2005

Mission leverage education: NSU/NASA innovative undergraduate model

The BEST Lab (Center for Excellence in Science Education), the Center for Materials Research (CMR), and the Chemistry, Mathematics, Physics, and Computer Science (CS) Departments at Norfolk State University (NSU) joined forces to implement MiLEN(2) IUM - an innovative approach tu integrate current and emerging research into the undergraduate curricula and train students on NASA-related fields. An Earth Observing System (EOS) mission was simulated where students are educated and trained in many aspects of Remote Sensing: detector physics and spectroscopy; signal processing; data conditioning, analysis, visualization; and atmospheric science. This model and its continued impact is expected to significantly enhance the quality of the Mathematics, Science, Engineering and Technology (MSET or SMET) educational experience and to inspire students from historically underrepresented groups to pursue careers in NASA-related fields. MiLEN(2) IUM will be applicable to other higher education institutions that are willing to make the commitment to this endeavor in terms of faculty interest and space.

Chaudhury, S. Raj↗
DOE OSTI2024

Inventory of Clean Energy Education and Workforce Programs in Connecticut's I-91 Corridor

This document reports on the findings of an inventory of the educational and workforce development resources in a four-county area on the I-91 corridor in Connecticut. The overarching goal of this exercise is to help the local workforce leaders in Bridgeport, Connecticut to optimize their training programs to support the county's clean energy transition. The inventory generally finds that Fairfield County, where Bridgeport is located, lacks adequate education and training programs compared to other surrounding counties with similar populations. More than half of Fairfield County's programs occur through high school or career technical education programs, suggesting that there are minimal opportunities for workers who are not currently high school students. Much of the existing focus within Fairfield County is on general construction or plumbing and electrical skills. There is room to expand by offering more programs focusing on energy efficiency and renewable energy skills. The document outlines some potential next steps and questions for consideration for the local workforce leaders in Bridgeport. Bridgeport is a city located within Fairfield County in southwestern Connecticut. It is the largest city in Connecticut with an estimated population of 150,000. Through the Department of Energy-funded Communities LEAP program, NREL conducted an analysis of existing education and workforce development (EWD) programs located in Fairfield County that align with (or could support) the worker pipeline for occupations related to building energy efficiency (EE), renewable energy (RE), and clean energy manufacturing. The analysis also looked at EWD offerings in other counties in Connecticut as a point of comparison.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2020

Chemical Safety and Security Education in ACS-Approved Chemistry Programs

To date, chemical security education practices in postsecondary institutions are poorly understood. The purpose of this study is to provide an initial understanding of the practices, attitudes, and barriers toward chemical security education for undergraduate and graduate programs in the United States (US) by surveying representatives of American Chemical Society (ACS)-approved programs. All programs with ACS-approved undergraduate chemistry programs (n = 691) were contacted for participation: 21% (n = 148) fully completed and 6% (n = 41) partially completed the survey for a combined total of 27% complete and/or partially complete surveys (n = 189). We observed that most programs currently teach chemical safety (undergraduate >99%, graduate 73%); however, only about one-third of programs teach chemical security at any education level (undergraduate 32%, graduate 34%). We also observed that safety education is provided more frequently than security education. Further, ACS-approved programs reported that their chemical safety culture was stronger than chemical security culture and felt that safety should be taught differently than security. The overwhelming majority of respondents (96%) indicated that chemical safety should be mandatory at some level, while only about half of respondents (57%) indicated that chemical security should be mandatory at some level. More efforts are needed by the chemistry community to raise awareness of the importance of chemical security education so that more institutions commit to training their faculty and students on the topic. The authors suggest that adoption of chemical security education could be increased if ACS were to advocate for chemical security by including it in its guidelines for educational program approval.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2023

Bridging Place-Based Astrobiology Education with Genomics, Including Descriptions of Three Novel Bacterial Species Isolated from Mars Analog Sites of Cultural Relevance

Democratizing genomic data science, including bioinformatics, can diversify the STEM workforce and may, in turn, bring new perspectives into the space sciences. In this respect, the development of education and research programs that bridge genome science with “place” and world-views specific to a given region are valuable for Indigenous students and educators. Through a multi-institutional collaboration, we developed an ongoing education program and model that includes Illumina and Oxford Nanopore sequencing, free bioinformatic platforms, and teacher training workshops to address our research and education goals through a place-based science education lens. High school students and researchers cultivated, sequenced, assembled, and annotated the genomes of 13 bacteria from Mars analog sites with cultural relevance, 10 of which were novel species. Students, teachers, and community members assisted with the discovery of new, potentially chemolithotrophic bacteria relevant to astrobiology. This joint education-research program also led to the discovery of species from Mars analog sites capable of producing N-acyl homoserine lactones, which are quorum-sensing molecules used in bacterial communication. Whole genome sequencing was completed in high school classrooms, and connected students to funded space research, increased research output, and provided culturally relevant, place-based science education, with participants naming three novel species described here. Students at St. Andrew's School (Honolulu, Hawai‘i) proposed the name Bradyrhizobium prioritasuperba for the type strain, BL16A T , of the new species (DSM 112479 T = NCTC 14602 T ). The nonprofit organization Kauluakalana proposed the name Brenneria ulupoensis for the type strain, K61 T , of the new species (DSM 116657 T = LMG = 33184 T ), and Hawai‘i Baptist Academy students proposed the name Paraflavitalea speifideiaquila for the type strain, BL16E T , of the new species (DSM 112478 T = NCTC 14603 T ).

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2024

Developing Smart Building Technology Modules to Enhance Workforce Preparedness: A Case for AI-Driven Academic and Professional Education

Smart building technologies are resources that improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both academic curricula and building professionals’ continuing education, there is a lack of systematic instruction on methods to integrate multiple energy systems including distributed energy resources (DER), smart building technologies, AI (Artificial Intelligence) tools and key concepts, components, and controls, including “Internet of Things” (IoT) devices. In today’s dynamic workforce, this major gap in smart building technology education prevents stakeholders from being able to attract talent with an understanding and preparation to adopt smart building technologies in building design and operations. A federally funded project included a partnership between Slipstream and Texas A&M University (TAMU) to develop a semester-long smart building curriculum for engineering college students with the ability to adapt the contents for workforce development of professionals in building services. The final product consists of 16 training videos adapted for building professionals and the public. The educational content and training materials cover the benefits of building energy systems, the latest sensor technologies and IoT devices, all with a focus on smart building technologies. The key drivers are on topics related to smart building controls (i.e., energy management information systems), smart building control platforms, cybersecurity, grid-interactive-efficient buildings (GEBs), smart building control methods, and occupant-centric control. Although not explicitly included the technologies nod to the need for AI driven technologies to prepare engineers and industry professionals to be future ready. This paper describes the project approach, provides outlines of the training materials, and identifies lessons learned in creating the content for this course. The authors suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies and AI-based teaching and learning in higher education and building sector.

99 GENERAL AND MISCELLANEOUS↗