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Audio-Visual Satellite Instruction system (AVSIN) for USA - preliminary considerations
The design, fabrication, and performance of elements of a low cost FM microwave satellite ground station receiver is described. It is capable of accepting 12 contiguous color television equivalent bandwidth channels in the 11.72 to 12.2 GHz band. Each channel is 40 MHz wide and incorporates a 4 MHz guard band. The modulation format is wideband FM and the channels are frequency division multiplexed. Twelve independent CATV compatible baseband outputs are provided. The overall system specifications are first discussed, then consideration is given to the receiver subsystems and the signal branching network.
January 14th 2004, President George Bush announces his plans to catalyst the space program into a new era of space exploration and discovery. His vision encompasses a robotics program to explore our solar system, a return to the moon, the human exploration of Mars, and to promote international prosperity towards our endeavors. We at NASA now have the task of constructing this vision in a very real timeframe. I have been chosen to begin phase 1 of making this vision a reality. I will be working on creating an Educational Mars Simulation of human exploration of Mars to stimulate interest and involvement with the project from investors and the community. GRC s Computer Services Division (CSD) in collaboration with the Office of Education Programs will be designing models, constructing terrain, and programming this simulation to create a realistic portrayal of human exploration on mars. With recent and past technological breakthroughs in computing, my primary goal can be accomplished with only the aid of 3-4 software packages. Lightwave 3D is the modeling package we have selected to use for the creation of our digital objects. This includes a Mars pressurized rover, rover cockpit, landscape/terrain, and habitat. Once we have the models completed they need textured so Photoshop and Macromedia Fireworks are handy for bringing these objects to life. Before directly importing all of this data into a simulation environment, it is necessary to first render a stunning animation of the desired final product. This animation with represent what we hope to capture out of the simulation and it will include all of the accessories like ray-tracing, fog effects, shadows, anti-aliasing, particle effects, volumetric lighting, and lens flares. Adobe Premier will more than likely be used for video editing and adding ambient noises and music. Lastly, V-Tree is the real-time 3D graphics engine which will facilitate our realistic simulation. Additional information is included in the original extended abstract.
Contents include the following: 1. Launch Vehicle Interface Work Performed: a. S3 provided to KSC the new launch inclination targets needed for the April '04 launch date. 2. Prelaunch operations work performed: a. S3 updated the staffing plan for MSFC on-console personnel\during the Final Countdown prior to launch. 3. Software Assessment Work Performed: a. S3 evaluated and recommended approval for Program Control Board (PCB) proposed change 649 for ground software changes, as well as change 650 and 650A for Stored Program Commands. 4. Education and Public Outreach Work Performed: a. S3 continues to coordinate the effort for the design and fabrication of scale models of the GP-3 for use at the launch site, education forums, and management/technical briefings. S3 also prepared a Change Request for additional funds needed for fabrication of additional scale models. S3 drafted the planned uses of these models, including the possibility of participation in the Boston, MA showings of the traveling Einstein Exhibit. 5. Program Management Support Work Performed: a. S3 prepared the input for and closed three MSFC Centerwide Action Item Tracking Systems (CAITS) actions during this period.
Planetary exploration missions to other worlds, like Mars, can generate a lot of excitement and wonder for the public. The Mars Science Laboratory Mission is one of the latest planetary missions that has intrigued the public perhaps more than most. How can scientists and educational specialists capitalize on the allure of this mission and involve students and teachers in a way that not only shares the story of the mission, but actively engages classrooms with scientists and improves their understanding of the science? The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center achieves this by facilitating MSL mission focused classroom connection webinars. Five MSL-focused webinars facilitated through EEAB during the 2012 fall semester engaged almost 3000 students and teachers. Involved STEM experts/role models helped translate the science behind the Mars Science Laboratory mission in a comprehensive, exciting, and engaging manner. These virtual events captured participants attention while increasing their science awareness and understanding of the MSL mission.
Developing secure, resilient, and adaptive energy infrastructure that fosters economic growth while reducing environmental impact is among the most pressing challenges—and greatest opportunities—of our time. It will require the next generation of thought leaders to capably and creatively guide this vital energy sector transition. Through a new interdisciplinary graduate program, Colorado School of Mines (Mines) and the National Renewable Energy Laboratory (NREL) are cultivating the rich opportunity landscape needed to develop these future innovators. The Mines/NREL Advanced Energy Systems (AES) degree program prepares researchers at the doctoral level and energy professionals at the master’s level to address the full complexity of tomorrow's infrastructure, economic, and environmental challenges. The combination of a thriving cleantech market in Colorado, world-class resources and researchers at NREL, and rigorous educational and technical programs at Mines create a truly one-of-a-kind opportunity for advancing fields related to energy systems. These links can uniquely equip top-caliber students to become the scientists and engineers at the forefront of our global energy economy transformation.
A description is given of major program objectives and experiment requirements established for ATS-6. The ability to slew across the earth's disk in less than 30 min was needed to support tightly scheduled communication operations involving different parts of the earth. Two major experiments were developed which involve direct satellite relay of educational color television programs to simple ground receivers. Details of spacecraft configuration are discussed along with aspects of spacecraft ground testing. The ATS-6 was successfully launched on schedule from Cape Canaveral on May 30, 1974, with the aid of a Titan IIIC. The in-orbit performance of the spacecraft communication subsystem has been excellent.
The NASA Nebraska Space Grant Consortium receives funds from NASA to allow Nebraska colleges and universities to implement balanced programs of research, education and public service related to aeronautics, space science and technology. Nebraska is a capability enhancement state which directs efforts and resources toward developing research infrastructure and enhancing the quality of aerospace research and education for all Nebraskans. Furthermore, the Nebraska Space Grant strives to provide national leadership in applied aspects of aeronautics. Nebraska has met, meets and will continue to meet all requirements set forth by NASA. Nebraska is a top-tier consortium and will continue to be a model program.
The primary goals of this project were to: 1. Promote and enhance K-12 earth science education; and enhance the access to and exchange of information through the use of digital networks in K-12 institutions. We have achieved these two goals. Through the efforts of many individuals at the University of Nebraska-Lincoln (UNL), Nebraska Earth Science Education Network (NESEN) has become a viable and beneficial interdisciplinary outreach program for K-12 educators in Nebraska. Over the last three years, the NASA grant has provided personnel and equipment to maintain, expand and develop NESEN into a program that is recognized by its membership as a valuable source of information and expertise in earth systems science. Because NASA funding provided a framework upon which to build, other external sources of funding have become available to support NESEN programs.
This presentation is on Oak Ridge National Labatory (ORNL) Nuclear Criticality Safety Program (NCSP) training and education support for Fiscal Year 2022. This lecture explains the approved training and education tasks for fiscal year 2022. Additional training developments for 2022 are covered.
An effort to provide advanced engineering education for aeronautical engineers is discussed. The Doctor of Engineering program involves a technical education in the area of interest above that of the M.S. degree. In addition, there is a core of systems, design, business, and technology and society courses which all students must take. Twenty-four hours are required in the core area. The original courses as modified with time still exist. A recent review has indicated a need for change. The core will remain, but it is the hope that the student will have a selection of 30 hours in these areas from which to pick 24 hours. The areas will be changed such that system analyses and design will be integrated to a further extent. The business area will be expanded. Areas such as technology assessment and forecasting will be added.
Through transformative science and innovation, the U.S. Department of Energy's (DOE's) National Wind Technology Center (NWTC) at the National Renewable Energy Laboratory's (NREL's) Flatirons Campus helps lead the way to a sustainable energy future that powers America with significant levels of reliable, low-cost, and accessible wind energy. Since 1976, NREL has provided an ideal environment for the research and development (R&D) of advanced energy technologies through: Wind energy resource assessments, World-class research facilities, High-performance computing and modeling, Data and technology analysis, Manufacturing breakthroughs, Environmental analysis and wildlife conservation efforts, Education and training programs for a future workforce. These activities enable the innovations needed to advance U.S. wind systems, address market and deployment barriers, and drive down the cost of wind energy with more efficient, more reliable, and more predictable wind energy systems. This report provides an overview of the achievements NREL delivered on behalf of DOE's Wind Energy Technologies Office (WETO) and other partners during the first and second quarters of Fiscal Year (FY) 2020.
Benchmarks are a cornerstone of modern machine learning, enabling reproducibility, comparison, and scientific progress. However, AI benchmarks are increasingly complex, requiring dynamic, AI-focused workflows. Rapid evolution in model architectures, scale, datasets, and deployment contexts makes evaluation a moving target. Large language models often memorize static benchmarks, causing a gap between benchmark results and real-world performance. Beyond traditional static benchmarks, continuous adaptive benchmarking frameworks are needed to align scientific assessment with deployment risks. This calls for skills and education in AI Benchmark Carpentry. From our experience with MLCommons, educational initiatives, and programs like the DOE's Trillion Parameter Consortium, key barriers include high resource demands, limited access to specialized hardware, lack of benchmark design expertise, and uncertainty in relating results to application domains. Current benchmarks often emphasize peak performance on top-tier hardware, offering limited guidance for diverse, real-world scenarios. Benchmarking must become dynamic, incorporating evolving models, updated data, and heterogeneous platforms while maintaining transparency, reproducibility, and interpretability. Democratization requires both technical innovation and systematic education across levels, building sustained expertise in benchmark design and use. Benchmarks should support application-relevant comparisons, enabling informed, context-sensitive decisions. Dynamic, inclusive benchmarking will ensure evaluation keeps pace with AI evolution and supports responsible, reproducible, and accessible AI deployment. Community efforts can provide a foundation for AI Benchmark Carpentry.
Sun-Earth Day (SED) is an Education and Outreach program supported by the U.S, National Aeronautics and Space Administration (NASA). The intent of the program is to teach students and the general public about Heliophysics (the science of the study of the Sun, how it varies, and how solar dynamics affect the rest of the solar system, especially the Earth). The program was begun ten years ago. Each year since that time a particular day has been designated as "Sun-Earth Day ,,. Usually the day of the spring equinox (March 20 or 21) is Sun-Earth Day, but other days have been used as well. Each year a theme is chosen relating to Heliophysics and events reflecting that theme are planned not only for Sun-Earth Day, but for the entire year. From the very beginning educational technology was emphasized in the events in order to effectively reach wide audiences with the SED message. The main approach has been to have a "webcast" related to each year's theme, often from a location that supports the theme as well. For example, a webcast took place from the Mayan pyramids at Chichen Itza, Mexico to highlight the theme of "Ancient Observatories, Timeless Knowledge". Webcasts were not the only technology employed, however. Many of the themes centered on the dynamic nature of the Sun and the effects that solar storms can have on interplanetary space and in our day-to-day life on Earth. Activities for tracking when solar storms happen and how they affect the Earth were developed and brought together in an educational package called Space Weather Action Centers. This project is explained in more detail in another presentation in this session being given by Norma Teresinha Oliveira Reis. Recent Sun-Earth Days have utilized "social networking" technologies to reach widespread groups on the internet. Podcasts, Vodcasts, Facebook, Twitter, and Second Life are the types of network technologies being employed now. The NASA Distance learning Network is another method for bringing Sun-Earth Day events and training to widespread educators and classrooms in order to magnify the reach of Sun-Earth Day. Examples of the technologies will be shown along with an assessment of their effectiveness.
NASA's Exploration Systems Mission Directorate (ESMD) is implementing a management approach for modeling and simulation (M&S) that will provide decision-makers information on the model s fidelity, credibility, and quality. The Integrated Modeling & Simulation Verification, Validation and Accreditation (IM&S W&A) process will allow the decision-maker to understand the risks involved in using a model s results for mission-critical decisions. The W&A Technical Working Group (W&A TWG) has been identified to communicate this process throughout the agency. As the W&A experts, the W&A NVG will be the central resource for support of W&A policy, procedures, training and templates for documentation. This presentation will discuss the W&A Technical Working Group s outreach approach aimed at educating M&S program managers, developers, users and proponents on the W&A process, beginning at MSFC with the CLV program.
The following section summarizes the impact of the Ohio Space Grant Consortium (OSGC) in Ohio and to NASA over the last four-year period (February 1, 2001 to April 30, 2005) and highlights the important accomplishments of the consortium. The strength of the OSGC network of universities, community colleges, government agencies, industry, and outreach affiliates is well-established and is growing. The OSGC Consortium Management Structure was designed and remains committed to using the talents and diversity of everyone within this collaborative network, and operational policies and procedures are such that all consortium members are active contributors resulting in quality OSGC programs in research, education and service, while receiving a relatively small amount of NASA funds. The number of quality activities, both on- and off-campus, and collaborations/partnerships that OSGC has established with NASA and government agencies, state and local government, educational institutions, and private industry, has been impressive. Further desired university affiliate expansion requires additional funds. Diversity is shown in the OSGC 12-member Executive Committee by the presence of three campus representatives from Central State University, Wilberforce University, and The Ohio State University (two underrepresented minority, one female). One additional female campus representative (Cleveland State University) is currently on sabbatical leave and a valuable alternate member attends. Other additional female and underrepresented minority members are on the larger OSGC Advisory committee. All committee members participate fully in all consortium management and policy decisions. The OSGC Executive Committee strives to achieve and communicate a culture of trust, respect, teamwork, open communication, creativity, and empowerment. These programs have shown results and impact by their visibility and importance to Ohio and to NASA, resulting in strategic alliances created throughout Ohio. These alliances have improved over the last 4 years.
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.
Dissemination of monographs and visual briefs from NASA programs to industries and universities