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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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At least 37 records · Page 2
All sourcesNASA NTRSDOE OSTI
DOE OSTI2019

Biophysical Characterization of a Disabled Double Mutant of Soybean Lipoxygenase: The “Undoing” of Precise Substrate Positioning Relative to Metal Cofactor and an Identified Dynamical Network

Soybean lipoxygenase (SLO) has served as a prototype for understanding the molecular origin of enzymatic rate accelerations. The double mutant (DM) L546A/L754A is considered a dramatic outlier, due to the unprecedented size and near temperature-independence of its primary kinetic isotope effect, low catalytic efficiency, and elevated enthalpy of activation. To uncover the physical basis of these features, we herein apply three structural probes: hydrogen–deuterium exchange mass spectrometry, room-temperature X-ray crystallography and EPR spectroscopy on four SLO variants (wild-type (WT) enzyme, DM, and the two parental single mutants, L546A and L754A). DM is found to incorporate features of each parent, with the perturbation at position 546 predominantly influencing thermally activated motions that connect the active site to a protein–solvent interface, while mutation at position 754 disrupts the ligand field and solvation near the cofactor iron. However, the expanded active site in DM leads to more active site water molecules and their associated hydrogen bond network, and the individual features from L546A and L754A alone cannot explain the aggregate kinetic properties for DM. Lastly, using recently published QM/MM-derived ground-state SLO-substrate complexes for WT and DM, together with the thorough structural analyses presented herein, we propose that the impairment of DM is the combined result of a repositioning of the reactive carbon of linoleic acid substrate with regard to both the iron cofactor and a catalytically linked dynamic region of protein.

59 BASIC BIOLOGICAL SCIENCES↗
DOE OSTI2023

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

Celestino, Tadeu (ORCID:0000000163087981)↗
NASA NTRS1973

Techniques for detumbling a disabled space base

Techniques and conceptual devices for carrying out detumbling operations are examined, and progress in the development of these concepts is discussed. Devices which reduce tumble to simple spin through active linear motion of a small mass are described, together with a Module for Automatic Dock and Detumble (MADD) that could perform an orbital transfer from the shuttle in order to track and dock at a preselected point on the distressed craft. Once docked, MADD could apply torques by firing thrustors to detumble the passive vehicle. Optimum combinations of mass-motion and external devices for various situation should be developed. The need for completely formulating the automatic control logic of MADD is also emphasized.

Kaplan, M. H.↗
NASA NTRS1986

Wireless "Jump" Starts for Partly Disabled Equipment

Equipment activated when normal remote starting does not work Beam from nearby station first carries raw energy and then subsystemactivating signals to equipment crippled by discharged storage batteries. Operators start up equipment without approaching it under hazardous conditions. Potential terrestrial applications for scheme include starting of robots on such remotely-controlled hazardous tasks as handling of explosives or retrieval or deposition of objects in hostile environments.

Castle, K. D.↗
DOE OSTI2018

20 Channel Quench Detector

A multi-channel quench detector is useful for troubleshooting of prototype HTC superconducting magnets with current lead connections and imbedded splices. There are commercially available quench detectors, but not with as many channels, or with the particular functionality of this unit. This unit was designed specifically for cold testing of a superconducting sextupole prototype, which is wound with many turns of HTC ribbon. Associated with the current lead connections and the imbedded splices are 18 voltage taps, thus 17 quench detection channels are required to monitor the condition of the magnet. Of the 20 differential input channels in this quench detection unit, 19 are configured in a ladder network. The 20th channel is isolated and can be connected across any pair of voltage taps. This quench detector is designed to be used to monitor the condition of a series-connected superconducting magnet powered by a unipolar supply, and therefore the polarity and sequence of the voltage taps must be observed. There are 20 toggle switches and 20 red LEDs on the front panel of the unit which are associated with the 20 quench detection channels. There are also 2 green LEDs to indicate the state of the +5 V and +25 V internal supplies. Channel input impedance is ~10 kΩ. The input lines are diode protected against negative voltage transients and can tolerate up to +25 V, which is greater than the compliance of supplies typically used to power superconducting magnets. The front panel switches are used to enable or disable individual channels. If a channel is not used it is disabled. There are 20 pots on the quench detector PCB. They provide adjustment for the sensitivity of each of the 20 channels. There is an onboard reference to facilitate channel sensitivity calibration. The detection sensitivity range is from ~27 mV to ~700 mV. Typically all channels are set for the same sensitivity. The response time is ~20 μs, but the time constant can be increased if desired by adding a single capacitor to each channel. When the magnet under test is cooled to the superconducting state and the supply current to the windings is slowly ramped up to the set point, if there is a voltage rise across a pair of voltage taps which exceeds the quench detection limit of a given channel, then the front panel LED for that channel illuminates and all other channels are disabled within ~25 ns. Thus only the first quench is detected for the channels which are enabled. A pushbutton switch on the front panel is used to reset a quench detection. A 25 pin D-subminiature connector on the back of the unit is used for the channel inputs. TTL level ‘quench’ and ‘quench-not’ signals, and DPDT relay contacts, are provided through a 9 pin D-subminiature connector on the back to indicate a detected quench condition, which could be used to disable the power supply and engage an energy absorber.

47 OTHER INSTRUMENTATION↗
NASA NTRS1978

Water sprays in space retrieval operations

The water spray technique (WST) for nullifying the angular momentum of a disabled spacecraft is examined. Such a despinning operation is necessary before a disabled spacecraft can be retrieved by the Space Shuttle. The WST involving the use of liquid sprays appears to be less complex and costly than other techniques proposed to despin a disabled vehicle. A series of experiments have been conducted to determine physical properties of water sprays exhausting into a vacuum. A computer model is built which together with the experimental results yields satellite despin performance parameters. The selection and retrieval of an actual disabled spacecraft is considered to demonstrate an application of the WST.

Freesland, D. C.↗
NASA NTRS1986

Concept definition study for recovery of tumbling satellites. Volume 2: Supporting research and technology report

A number of areas of research and laboratory experiments were identified which could lead to development of a cost efficient remote, disable satellite recovery system. Estimates were planned of disabled satellite motion. A concept is defined as a Tumbling Satellite Recovery kit which includes a modular system, composed of a number of subsystem mechanisms that can be readily integrated into varying combinations. This would enable the user to quickly configure a tailored remote, disabled satellite recovery kit to meet a broad spectrum of potential scenarios. The capability was determined of U.S. Earth based satellite tracking facilities to adequately determine the orientation and motion rates of disabled satellites.

Cable, D. A.↗
NASA NTRS1997

Project Synopsis for High School/High Tech

To help increase the diversity of workers at NASA centers it is necessary to provide students with disabilities the opportunities to explore careers in high technology. HIGH SCHOOL/HIGH TECH, an enrichment program, pioneered at Goddard Space Flight Center, successfully introduces students with disabilities to high tech careers. This community-based partnership serves as a model for three additional NASA sites-Ames Research Center, Johnson Space Flight Center, and Lewis Research Center. For a three year period beginning August 15, 1995, provide financial and technical support to a local agency in each NASA center area which serves persons with disabilities to enable a High School/High Tech program to develop and stand alone. Each project will develop a basis of cooperation with Ames, Johnson, and Lewis as well as a variety of community groups including the public schools, high tech employers, post-secondary education and training programs, rehabilitation agencies, and community economic development organizations. Throughout the startup period and thereafter, local youths with disabilities will have early exposure to professions in mathematics, science, and technology-related fields. This exposure will be multifaceted to insure adequate opportunity for realistic career exploration so these youths have an opportunity to test their interests and abilities. The exposure will be presented in the most supportive environment that is feasible.

Source record↗
NASA NTRS2012

Summer Final Report

The summer of 2012 has been filled with many memorable events and activities. As an intern, I had responsibilities that had to be fulfilled. My tour of duty was completed as an administrative student trainee in the Information Technology and Communications Services Business Office (IT-A). In accordance with the Business Objectives and Agreement of the Business Office and my performance plan, I was to provide business office support, improve business, project management, and technical work processes. With this being stated, I supported a project called "The Big Move Project" (TBMP), which will take course over the next several years. The Big Move Project is the planning of the Information Technology (IT) Directorate's relocation to various buildings in the course of upcoming years, when designs and the building of Central Campus have been completed. Working directly with my supervisor and the project manager, I was responsible for gathering both administrative and operational area requirements for the Information Technology (IT) Directorate, along with its outsourced support and contractors, such as IMCS, NICS, and ACES. My first action was to create rubrics that will serve as a guideline for the information that should be given by each branch of IT. After receiving that information via a few KAITS actions, I was able to start the consolidation process, and begin working on a presentation. A SharePoint was created shortly after for others to view the progression of the project, which I managed. During the consolidation ofthis information, I would occasionally present to the IT Deputy Director and IT Chiefs. The draft of this presentation was shown to employees of Center Operations (T A) and stakeholders-IT Chief Officers and contractor managers-in the relocation of IT to make them aware of what requirements must be met that will enable IT to be accommodated appropriately in the design of Central Campus Phase 11-the time in which IT and its contractors are scheduled to be relocated. Besides supporting TBMP, I also supported the Section 508 Policy Compliance Coordinator, R. Liang. Section 508 is a policy that requires employers to implement accessibility assurance of information and technology to disabled communities. On Thursday, July 19, 2012, I was able to go to Camp Boggy Creek-a camp for disabled children-for an education outreach, in collaboration with the Education Office. We shared with them information about how astronauts live and work in space, they were able to ride hovercrafts, build paper rockets, and then launch them outside. Although this outreach was quite fun with the kids at the camp, this was a learning opportunity to gain some insight to those with cognitive and physical disabilities, the problems they typically face, and in tum, how to accommodate those with disabilities in the work environment. In the process of implementing accessibility and Section 508 compliance, I attended various teleconferences, did field runs to supply closed-caption call phones to employees with limited hearing, and helped with the development of the charter ofthe Section 508 Compliance Working Group.

Makidi, Nitou↗