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All sourcesNASA NTRSDOE OSTI
NASA NTRS2007

Screw-locking wrench

A tool comprises a first handle and a second handle, each handle extending from a gripping end portion to a working end portion, the first handle having first screw threads disposed circumferentially about an inner portion of a first through-hole at the working end portion thereof, the second handle having second screw threads disposed circumferentially about an inner portion of a second through-hole at the working end portion thereof, the first and second respective through-holes being disposed concentrically about a common axis of the working end portions. First and second screw locks preferably are disposed concentrically with the first and second respective through-holes, the first screw lock having a plurality of locking/unlocking screw threads for engaging the first screw threads of the first handle, the second screw lock having a plurality of locking/unlocking screw threads for engaging the second screw threads of the second handle. A locking clutch drive, disposed concentrically with the first and second respective through-holes, engages the first screw lock and the second screw lock. The first handle and the second handle are selectively operable at their gripping end portions by a user using a single hand to activate the first and second screw locks to lock the locking clutch drive for either clockwise rotation about the common axis, or counter-clockwise rotation about the common axis, or to release the locking clutch drive so that the handles can be rotated together about the common axis either the clockwise or counter-clockwise direction without rotation of the locking clutch drive.

Vranish, John M.↗
NASA NTRS2010

Making Games Not Work: Paradoxes Embedded in Game-Based Training and Concepts for Overcoming Them

An interest in game-based training solutions is natural. All one has to do is watch someone fully engaged in a modern game to see the potential of harnessing that attention for training. However, the reality of game-based training has not fully satisfied these expectations. This paper explains two paradoxes that must be overcome for games to support training. These paradoxes are a result of the realities of the basic human condition clashing with the requirements of learning theory. 80th paradoxes arise from the concept of "engagement" that is central to games. The first comes from a more robust definition of engagement, which is the condition of Flow or Optimal Experience. Flow is the state game developers want to see in users. One aspect of Flow is loss of sense of self as the individual becomes immersed in the experience. The paradox arises because this loss of self directly contradicts the learning requirement of self-reflection. The second paradox comes from theories of play, which state in part that play requires a level of individual freedom. The contradiction arises when game-based play must be harnessed to an organizational training program or regimen. The paper will discuss these paradoxes in the context of an effort to design a game-based training modality to train combat medics and will close with a review of compensating strategies identified by the designers. The paper will provide information important to anyone interested in conceptualizing and designing game-based training.

Jones, Phillip N.↗
NASA NTRS2010

NASA Education: Yesterday's Dream...Today's Vision...Tomorrow's Hope

For 50 years, NASA's journeys into air and space have developed humankind's understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. Education is a fundamental element of NASA's activities, reflecting a balanced and diverse portfolio of: Elementary and Secondary Education, Higher Education, e-Education, Informal Education, and Minority University Research and Education Programs (MUREP). Previous experience has shown that implementing exciting and compelling NASA missions are critical to inspiring the next generation of explorers, innovators, and leaders. Through partnerships with the Agency's Mission Directorates, other federal agencies, private industries, scientific research, and education/academic organizations, NASA's unique mission and education initiatives (content, people, and facilities) are helping to spark student interest and to guide them toward careers in science, technology, engineering, and mathematics (STEM). NASA continues to inspire the next generation of explorers, innovators, and future leaders through its educational investments, which are designed to: (1) Strengthen NASA and the Nation's future workforce -- NASA will identify and develop the critical skills and capabilities needed to ensure achievement of exploration, science, and aeronautics. (2) Attract and retain students in STEM disciplines through a progression of educational opportunities for students, teachers, and faculty -- To compete effectively for the minds, imaginations, and career ambitions of America's young people, NASA will focus on engaging and retaining students in STEM education programs to encourage their pursuit of educational disciplines critical to NASA's future engineering, scientific, and technical missions. 3. Engage Americans in NASA's mission -- NASA will build strategic partnerships and links between formal and informal STEM education providers. Through hands-on, interactive, educational activities, NASA will engage students, educators, families, the general public, and all agency stakeholders in increasing America's science and technology literacy. NASA Education uses multiple methods to assess and evaluate the success of its programs and projects. Methods include strategic planning, management and control, expert evaluations and assessments, competitive acquisition, and analysis of performance measurement data and metrics. Additional control measures are in development. These measures will further improve data collection, assist in assessing return on investments, and provide information for accountability in project and program management. In 2009, NASA directly reached over one million students and over 115,000 educators.

Winterton, Joyce L.↗
NASA NTRS2011

Sample Acquisition and Handling System from a Remote Platform

A system has been developed to acquire and handle samples from a suspended remote platform. The system includes a penetrator, a penetrator deployment mechanism, and a sample handler. A gravity-driven harpoon sampler was used for the system, but other solutions can be used to supply the penetration energy, such as pyrotechnic, pressurized gas, or springs. The deployment mechanism includes a line that is attached to the penetrator, a spool for reeling in the line, and a line engagement control mechanism. The penetrator has removable tips that can collect liquid, ice, or solid samples. The handling mechanism consists of a carousel that can store a series of identical or different tips, assist in penetrator reconfiguration for multiple sample acquisition, and deliver the sample to a series of instruments for analysis. The carousel sample handling system was combined with a brassboard reeling mechanism and a penetrator with removable tips. It can attach the removable tip to the penetrator, release and retrieve the penetrator, remove the tip, and present it to multiple instrument stations. The penetrator can be remotely deployed from an aerobot, penetrate and collect the sample, and be retrieved with the sample to the aerobot. The penetrator with removable tips includes sample interrogation windows and a sample retainment spring for unconsolidated samples. The line engagement motor can be used to control the penetrator release and reeling engagement, and to evenly distribute the line on the spool by rocking between left and right ends of the spool. When the arm with the guiding ring is aligned with the spool axis, the line is free to unwind from the spool without rotating the spool. When the arm is perpendicular to the spool axis, the line can move only if the spool rotates.

Badescu, Mircea↗
NASA NTRS2011

Carbon Dioxide Gas Sensors and Method of Manufacturing and Using Same

A gas sensor includes a substrate and a pair of interdigitated metal electrodes selected from the group consisting of Pt, Pd, Au, Ir, Ag, Ru, Rh, In, and Os. The electrodes each include an upper surface. A first solid electrolyte resides between the interdigitated electrodes and partially engages the upper surfaces of the electrodes. The first solid electrolyte is selected from the group consisting of NASICON, LISICON, KSICON, and .beta.''-Alumina (beta prime-prime alumina in which when prepared as an electrolyte is complexed with a mobile ion selected from the group consisting of Na.sup.+, K.sup.+, Li.sup.+, Ag.sup.+, H.sup.+, Pb.sup.2+, Sr.sup.2+ or Ba.sup.2+). A second electrolyte partially engages the upper surfaces of the electrodes and engages the first solid electrolyte in at least one point. The second electrolyte is selected from the group of compounds consisting of Na.sup.+, K.sup.+, Li.sup.+, Ag.sup.+, H.sup.+, Pb.sup.2+, Sr.sup.2+ or Ba.sup.2+ ions or combinations thereof.

Hunter, Gary W.↗
NASA NTRS2012

Accelerated Innovation Pilot

Opportunities: I. Engage NASA team (examples) a) Research and technology calls . provide suggestions to AES, HRP, OCT. b) Use NASA@Work to solicit other ideas; (possibly before R+D calls). II. Stimulate collaboration (examples) a) NHHPC. b) Wharton Mack Center for Technological Innovation (Feb 2013). c) International ] DLR ] :envihab (July 2013). d) Accelerated research models . NSF, Myelin Repair Foundation. III. Engage public Prizes (open platform: InnoCentive, yet2.com, NTL; Rice Business Plan, etc.) IV. Use same methods to engage STEM.

Davis, Jeffrey↗
NASA NTRS2008

ESMD Space Grant Faculty Report

The strength of the Exploration Systems Mission Directorate ESMD Faculty Project lies in its ability to meet National Aeronautics Space Administration NASA's Strategic Educational Outcome 1 by developing a sustainable and long-term integration of student involvement at academic institutions with all NASA Centers. This outcome is achieved by a three-fold approach: 1) by collecting Senior Design projects pertaining to Constellation work performed at each of the ten NASA Centers, 2) by engaging students at Minority Serving Institutions in the art of systems engineering and systems design of technologies required for space exploration, and 3) by identifying potential internships at each Center relative to exploration that provide students who are supported by their institutional Space Grant to engage in on-going mission-level and explorative systems designs. The objectives of the ESMD Faculty Project are to: 1. Aid the Centers (both Education Offices and associated technical organizations) in providing relevant opportunities for the ESMD Space Grant Program to support student and faculty in Senior Design projects 2. Enable better matches between the ESMD work required and what the Space Grant Consortia can do to effectively contribute to NASA programs 3. Provide the Space Grant Consortia an opportunity to strengthen relations with the NASA Centers 4. Develop better collective understanding of the U.S. Space Exploration Policy by the Center, Space Grant, faculty, Education Office, and students 5. Enable Space Grant institution faculty to better prepare their students to meet current and future NASA needs 6. Enable the Center Education Offices to strengthen their ties to their technical organizations and Space Grant Consortia 7. Aid KSC in gaining a greater and more detailed understanding of each of the Center activities Senior Design projects are intended to stimulate undergraduate students on current NASA activities related to lunar, Mars, and other planetary missions and to bring out innovative and novel ideas that can be used to complement those currently under development at respective NASA Centers. Additionally, such academic involvement would better the prospects for graduating seniors to pursue graduate studies and to seek careers in the space industry with a strong sense for systems engineering and understanding of design concepts. Internships, on the other hand, are intended to provide hands-on experience to students by engaging them in diverse state-of-the-art technology development, prototype bread-boarding, computer modeling and simulations, hardware and software testing, and other activities that provide students a strong perspective of NASA's vision and mission in enhancing the knowledge of Earth and space planetary sciences. Ten faculty members, each from a Space Grant Consortium-affiliated university, worked at ten NASA Centers for five weeks between June 2 and July 3, 2008. The project objectives listed above were achieved. In addition to collecting data on Senior Design ideas and identifying possible internships that would benefit NASA/ESMD, the faculty fellows promoted and collected data when required for other ESMD-funded programs and helped the Center's Education Office, as,needed. 4

Guo, Jiang↗
NASA NTRS2013

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Graff, Paige↗
NASA NTRS2014

Launch Lock Assemblies Including Axial Gap Amplification Devices and Spacecraft Isolation Systems Including the Same

Embodiments of a launch lock assembly are provided, as are embodiments of a spacecraft isolation system including one or more launch lock assemblies. In one embodiment, the launch lock assembly includes first and second mount pieces, a releasable clamp device, and an axial gap amplification device. The releasable clamp device normally maintains the first and second mount pieces in clamped engagement; and, when actuated, releases the first and second mount pieces from clamped engagement to allow relative axial motion there between. The axial gap amplification device normally residing in a blocking position wherein the gap amplification device obstructs relative axial motion between the first and second mount pieces. The axial gap amplification device moves into a non-blocking position when the first and second mount pieces are released from clamped engagement to increase the range of axial motion between the first and second mount pieces.

Barber, Tim Daniel↗
NASA NTRS2017

Reinventing Image Detective: An Evidence-Based Approach to Citizen Science Online

Usability studies demonstrate that web users are notoriously impatient, spending as little as 15 seconds on a home page. How do you get users to stay long enough to understand a citizen science project? How do you get users to complete complex citizen science tasks online? Image Detective, a citizen science project originally developed by scientists and science engagement specialists at the NASA Johnson Space center to engage the public in the analysis of images taken from space by astronauts to help enhance NASA's online database of astronaut imagery, partnered with the CosmoQuest citizen science platform to modernize, offering new and improved options for participation in Image Detective. The challenge: to create a web interface that builds users' skills and knowledge, creating engagement while learning complex concepts essential to the accurate completion of tasks. The project team turned to usability testing for an objective understanding of how users perceived Image Detective and the steps required to complete required tasks. A group of six users was recruited online for unmoderated and initial testing. The users followed a think-aloud protocol while attempting tasks, and were recorded on video and audio. The usability test examined users' perception of four broad areas: the purpose of and context for Image Detective; the steps required to successfully complete the analysis (differentiating images of Earth's surface from those showing outer space and identifying common surface features); locating the image center point on a map of Earth; and finally, naming geographic locations or natural events seen in the image. Usability test findings demonstrated that the following best practices can increase participation in Image Detective and can be applied to the successful implementation of any citizen science project: (1) Concise explanation of the project, its context, and its purpose; (2) Including a mention of the funding agency (in this case, NASA); (3) A preview of the specific tasks required of participants; (4) A dedicated user interface for the actual citizen science interaction. In addition, testing revealed that users may require additional context when a task is complex, difficult, or unusual (locating a specific image and its center point on a map of Earth). Video evidence will be made available with this presentation.

Romano, Cia↗
NASA NTRS2013

Solar System Escape Architecture for Revolutionary Science

Our most distance spacecraft, Voyager 1 and Voyager 2, recently reached the boundary of the solar system known as the Heliopause. Beyond this boundary lies interstellar space, and, at tremendous distance, the stars. The Voyager spacecraft have shown us that the Heliopause is a dynamic, rapidly changing environment, varying greatly as the fields and effects emanating from the sun are met by a host of forces pushing in from our nearby galactic neighborhood. This is the region we aim to explore. Specifically we aim to develop a mission architecture and spacecraft concept capable of reaching the Heliopause (approximately100 AU (Astronomical Units)) region in multiple directions of interest, with a variety of scientific instrument suites, within a reasonable timeframe (about 15 years.) This report details our Phase 1 work including science goal definition, trajectory planning, technology research, mission planning, instrument selection, spacecraft design, and more. We present an architecture employing a 250-meter by 250-meter solar sail with a 175 kilogram spacecraft. This spacecraft could carry a variety of instrument suites depending on the destination, time, and other factors. The spin-stabilized spacecraft would powered by a small radioisotope power system (about 20 watts), makes use of an optical communication system, and carries 3 extensible booms for instrument accommodation as visible in the sketch and rendering below. We conclude that it would be reasonable to implement the architecture described herein in the 2020-2030 timeframe based on likely near-term technological and material advances. We are confident that cruise times of around 15 years could be achieved to science-rich destinations. This report details the approach we used to come to these conclusions and identifies some of the steps along the way. We utilized a variety of methodologies involving our full capability at JPL (Jet Propulsion Laboratory) - from small point studies to large collaborative engineering processes. This paper also describes potential industry partnerships and costing information, and includes the methods used to account for our project’s significant deviation from any prior mission in the NASA costing tool database. Outreach and public engagement is an important part of NASA activities. We engaged in several different forms of this outreach and describe them in this report. We conclude with some open questions and a summary of activities we hope to engage in with Phase 2 funding. The entire team would like to thank the NIAC (NASA Innovative Advanced Concepts) program for the opportunity to investigate this fascinating and challenging concept. The Voyager program gives us tantalizing clues as to the nature and behavior of the Heliopause – the boundary between the sun’s influence and the interstellar medium. This information comes from forty-year old instruments designed to study the outer planets. A targeted Heliopause investigation would give insight into the formation of the solar system, the role of the sun in the local interstellar neighborhood, and contribute to human exploration planning by helping to predict periods of low galactic cosmic ray (GCR) penetration into the inner solar system.

Spacecraft↗
NASA NTRSDate not supplied

TPSAS-NF1676L-32124-DND

The NASA DEVELOP National Program seeks to simultaneously build capacity to use Earth observations in early career and transitioning professionals while building capacity with institutional partners to apply Earth observations in conducting operations, making decisions, or informing policy. This is done through 10-week feasibility projects, conducted by the DEVELOP teams in collaboration with decision makers. The program carries out 60-80 projects each year, engaging with over 120 partners from local, state, and federal governments to academic institutions and NGOs. To best understand project partner needs, projects begin with a thorough proposal development process in which partners share their current practices, needs, and capabilities. Throughout the project life cycle, the DEVELOP teams engage with the partners to ensure communication, feedback, and understanding. DEVELOP’s model of conducting rapid feasibility projects is an effective way to show decision maker show they can use NASA Earth science data in new ways to help them make informed decisions. Because the projects are conducted by a DEVELOP team in collaboration with end users, the partners are introduced to new data products and methodologies that they otherwise might not be able to explore within their own resource constraints. This presentation will discuss project examples, success stories, and best practices for engaging with decision makers on applied science projects.

Amanda Clayton↗
NASA NTRS2020

NASA’s Carbon Monitoring System (CMS) and Arctic-Boreal Vulnerability Experiment (ABoVE) Social Network and Community of Practice

The NASA Carbon Monitoring System (CMS) and Arctic-Boreal Vulnerability Experiment (ABoVE) have been planned and funded by the NASA Earth Science Division. Both programs have a focus on engaging stakeholders and developing science useful for decision making. The resulting programs have funded significant scientific output and advancements in understanding how satellite remote sensing observations can be used to not just study how the Earth is changing, but also create data products that are of high utility to stakeholders and decisions makers. In this paper we focus on documenting thematic diversity of research themes and methods used, and how the CMS and ABoVE themes are related. We do this through developing a Correlated Topic Model on the 521 papers produced by the two programs and plotting the results in a network diagram. Through analysis of the themes in these papers, we document the relationships between researchers and institutions participating in CMS and ABoVE programs and the benefits from sustained engagement with stakeholders due to recurring funding. We note an absence of policy engagement in the papers and conclude that funded researchers need to be more ambitious and explicit in drawing the connection between their research and carbon policy implications in order to meet the stated goals of the CMS and ABoVE programs.

Molly E Brown↗
NASA NTRSDate not supplied

Advancing STEM in Bhutan through Increased Earth Observation Capacity: Applying NASA DEVELOP’s Model to Bhutanese Scholars

The NASA DEVELOP Program, a dual capacity building effort within NASA’s Applied Sciences, fosters the development of skills and knowledge to use Earth observations for environmental decision making. The program engages students, recent graduates, early career individuals, and transitioning career professionals through 10-week feasibility studies that assess the potential for integrating NASA Earth observing satellite data into partner organization decision making processes. DEVELOP projects provide an experiential learning opportunity for participants while building the institutional capacity of partner organizations. Since 2020, DEVELOP has worked with the Government of Bhutan to engage 30 Bhutanese scholars on a series of projects focused on environmental issues in Bhutan. These projects have offered an opportunity for Bhutanese scholars studying in the US to gain geospatial knowledge and skills, project management and leadership skills, and science communication experience. This presentation will highlight the DEVELOP model of empowering its participants, collaborative projects, and highlight example outcomes of the Bhutan engagement.

Capacity Building↗
NASA NTRS2022

National Campaign (NC)-1 Strategic Conflict Management Simulation (X4) Community Based Rules

Projected demand for transportation services in the urban environment has led to the development of several Concepts of Operation for Urban Air Mobility, or UAM. UAM is a concept for the transportation of people and goods in the metropolitan environment using small, efficient aircraft over short distances as part of an expanding multimodal transportation network. UAM will leverage emerging technologies including electric Vertical Takeoff and Landing (eVTOL) aircraft, increasing levels of automation and a new operational paradigm in dense airspace where a set of agreed-upon rules govern the procedures and interactions defining a cooperative environment in which operators are entrusted with a range of functions typically conducted by Air Traffic Control (ATC). These rules, proposed in the FAA NextGen Office’s UAM Concept of Operations [1], were originally termed Community Based Rules or Community Business Rules (CBRs), and will in the future termed Cooperative Operating Practices (COPs); this document uses the original term, CBR. CBRs are a set of rules, developed by the UAM community and (where necessary) approved by the FAA that govern the interactions between UAM entities and limit the need for ATC services including, but not limited to, separation control by ATC, addressing a fundamental challenge to scaling UAM operations. UAM community development of CBRs is anticipated to accelerate the adoption of new practices while retaining the regulatory authority of the FAA within required domains (e.g., NAS safety, security and equal access). However, there currently exists no agreed industry forum or defined procedures for CBR development. Investigation of best practices for the development of UAM CBRs was identified by NASA and the FAA NextGen Office as a research need. In collaboration with seven industry partners, NASA participated in a series of simulations that investigated elements of the envisioned UAM operations, with a primary focus on Strategic Conflict Management (SCM). The development and conduct of cooperative UAM simulations with seven industry partners provided a unique opportunity to investigate CBR development practices. Development of CBRs for the UAM SCM simulations was conducted in parallel with simulation capability development and was closely related to requirements definition for the simulations. As such, the CBR development effort presented herein had two objectives: explore CBR development practices in collaboration with the industry partners and develop an initial set of UAM CBRs to support simulation requirements definition and development. Consensus was achieved among NASA and the industry partners on 24 CBRs that were developed to support the cooperative simulation operations across five topic areas: General (related to test requirements), Operational Intent, Conformance Monitoring, Demand Capacity Balancing, and Airspace Constraint Management. Additional topic areas and CBRs were discussed but were deemed outside the scope of the simulation; these are included in the appendices. A collaborative, iterative process was employed for developing the CBRs engaging both NASA and Industry; because CBR development is envisioned to be community-driven, opportunities were sought that provided industry partners leadership roles in developing CBRs. The following key observations and recommendations may aid the UAM industry in future CBR development efforts: - The lack of a defined process proved challenging initially. Stakeholder engagement in the early stages of CBR development was intermittent and may have been due to the lack of a clear definition of roles and responsibilities of those involved in the effort. - Industry leadership of CBR topic areas proved successful. Discussions in these topic areas were engaging, with alternate viewpoints freely discussed and detailed CBRs resulting. This points to the importance of identifying the best-suited leadership in technical areas for CBR development. - Discussions within a CBR topic area were typically dominated by only a few participants. Whereas all industry partners contributed to CBR development, within each topic area, technical leadership was evident even when not formally established. This observation may indicate that smaller, focused groups may be more effective in initial CBR development than an open forum or large standards development effort (although both maybe required prior to FAA review and approval for some CBRs). - Identifying suitable forums for initial UAM CBR development and identifying the most effective industry participants and leadership will be crucial for successful CBR development. Although the operational need for UAM CBRs may not be immediate, establishing the forums and leadership to define the processes for CBR development is a prudent early step to UAM realization.

Community Based Rules↗
NASA NTRSDate not supplied

Safety Culture at the World’s Premier Multi-User Spaceport

NASA’s Agency-wide Safety Culture is implemented at the Kennedy Space Center (KSC) using a unique strategy due an unparalleled approach in making human spaceflight history. Kennedy Space Center, the world’s premier multi-user spaceport, enables U.S. government and commercial space access, while providing the world a resource to allow the exploration of and the ability to work in space. A consistently healthy safety culture at KSC is imperative for mission success: desired achievements, protection of space flight hardware, and ultimately, the preservation of human life requires the support of a healthy safety culture. Emphasis on the NASA Agency-wide development of Safety Culture began with the conception of the NASA Agency Safety Culture Working Group. After the devastating loss of life and mission of the Space Shuttle Colombia, a broken safety culture was identified as an organizational cause by the Columbia Accident Investigation Board Report. Thus, the Agency Safety Culture Working Group was developed in 2009 to assess the status of the Agency’s Safety Culture, while addressing safety culture concerns at the NASA Center-level. A Five-factor model was developed to serve as the guiding principles for Safety Culture: 1) Reporting Culture, 2) Just Culture, 3) Flexible Culture, 4) Learning Culture, and 5) Engaged Culture. These five factors are included in the NASA Safety Culture logo, which was intentionally designed as a DNA double helix to prompt the permeation of safety into day-to-day work. KSC specifically implements the NASA Agency-wide Safety Culture principles in a tailored approach that is relevant to the diversity of work being performed. An emphasis is placed on the implementation to include safety at home, not exclusively at work. This emphasis is a KSC-specific element that has been intentionally added to promote a closed loop Safety Culture. To advertise the safety culture, various safety and health events are held throughout the calendar year, providing innovative speakers and engaging activities, while also promoting a wide range of curated safety initiatives. Development and continuous improvement of the KSC safety tracking database, allows for advanced tracking-to-closure, along with providing data sets used to identify areas of emphasis. Other safety initiatives rely solely on employee participation, such as the photo challenges; participants are encouraged to identify and capture themselves, coworkers, or family members participating in safe or healthy activities to share with others within the Center and at Agency levels. Fabrication of exclusive videos and graphics are utilized to advertise and inform employee of safety initiatives, upcoming safety events, and general dispersion of safety information. In addition, an anonymous Agency-wide Safety Culture Survey is advertised, administered, and analyzed at Kennedy Space Center, with the purpose of receiving basic feedback on Safety Culture perceptions to help prevent future incidents from occurring. Through these briefly identified means, and many other forms of employee engagement, Kennedy Space Center aims to maintain safety in the forefront, while creating an environment where everyone trusts that safety is a priority.

Larrin E. Moody↗
NASA NTRSDate not supplied

The Benefit of NASA's Atmosphere Observing System (AOS) Mission Lidar and Polarimeter Observations for Health and Air Quality Applications

The Atmosphere Observing System (AOS) seeks to explore fundamental questions of how interconnections between aerosols, clouds and precipitation impact our weather and climate, addressing real-world challenges to benefit society. AOS will provide key information to enhance the communities’ ability to improve weather and air quality forecasting today, seasonal to sub-seasonal changes in the near future, and societal challenges resulting from climate change in the decades to come. A fundamental component of the AOS mission is ensuring that health and air quality applications are considered to the greatest extent possible in mission design. As a result, the Applications Impact Team (AIT) was implemented to address this objective. The overarching goal of the AIT is to help improve the capacity for transitioning science to applications to make it possible to more quickly and effectively inform decisions that will directly benefit society. We seek to maximize AOS benefit to impact decisions through early engagement in the mission development phase in order to prepare stakeholders to apply observations as soon as AOS mission data becomes available. To support these efforts, we leverage existing and near future mission applications activities and initiatives, such as the NASA CALIPSO, MAIA, TEMPO, and PACE missions to form a framework to enhance health and air quality applications for AOS. The unique synergy between lidar and polarimeter instruments onboard the AOS constellation, as well as diurnally varying observations of aerosol profiles, will provide new opportunities to engage health and air quality stakeholders for forecasting, monitoring, and warning of hazardous events (e.g., wildfire smoke, volcanic ash) that impact human health. Engaging with existing missions helps identify and understand data needs, gaps and opportunities for current and future stakeholders, determine what aerosol data products are of highest value and use, and helps connect stakeholders with current mission data that can serve as AOS proxy data, among others. In this presentation, we provide an overview of AOS aerosol observations relevant for health and air quality applications, AIT activities and initiatives and how existing aerosol satellite missions and their applications activities can play a critical role in AOS applications development during mission design.

Melanie Follette-Cook↗
NASA NTRS2021

Going Beyond Hooked Participants: The Nibble- and-Drop Framework for Classifying Citizen Science Participation

Many citizen science (CS) programs aim to grow and sustain a pool of enthusiastic participants who consistently contribute their efforts to a specific scientific endeavor. Consequently, much research has explored CS participants’ motivations and their relationship to participant recruitment and retention. However, much of this research has focused on actively participating citizen scientists. If researchers want to elucidate the relationship between participant factors (such as demographics and motivations) and participant retention, it is necessary to develop a more comprehensive picture of the different degrees of participation in CS. This paper presents a framework for classifying participation throughout the participant’s engagement in a CS project/program. We suggest a CS participation model that captures the dynamic nature of participation across an arc of volunteering. Called the Nibble-and-Drop Framework, the model describes multiple exit points and stages of contribution typical of participation in a CS program. Applying the framework to the NASA GLOBE Observer (GO) CS program, we found that it captured the dynamics of participation in a global-scale, mobile, app-based, contributory style CS project. The framework guided our analysis of how different participant factors correlate with degrees of participation. We found that participants were motivated to initially participate because they wanted to contribute to NASA research and science. Participants who dropped out of the program at various points often initially engaged through specific collection events and did not feel the need to continue contributing beyond the event; other drop-outs doubted whether their contributions were meaningful, showing again the need to ensure that participants understand the value of their engagement in a CS project.

Heather Fischer↗