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All sourcesNASA NTRSDOE OSTI
NASA NTRS1991

The automated Army ROTC Questionnaire (ARQ)

The Reserve Officer Training Corps Cadet Command (ROTCCC) takes applications for its officer training program from college students and Army enlisted personnel worldwide. Each applicant is required to complete a set of application forms prior to acceptance into the ROTC program. These forms are covered by several regulations that govern the eligibility of potential applicants and guide the applicant through the application process. Eligibility criteria changes as Army regulations are periodically revised. Outdated information results in a loss of applications attributable to frustration and error. ROTCCC asked for an inexpensive and reliable way of automating their application process. After reviewing the process, it was determined that an expert system with good end user interface capabilities could be used to solve a large part of the problem. The system captures the knowledge contained within the regulations, enables the quick distribution and implementation of eligibility criteria changes, and distributes the expertise of the admissions personnel to the education centers and colleges. The expert system uses a modified version of CLIPS that was streamlined to make the most efficient use of its capabilities. A user interface with windowing capabilities provides the applicant with a simple and effective way to input his/her personal data.

Young, David L. H.↗
NASA NTRS2005

Diagnostic instrumentation aboard ISS: just-in-time training for non-physician crewmembers

INTRODUCTION: The performance of complex tasks on the International Space Station (ISS) requires significant preflight crew training commitments and frequent skill and knowledge refreshment. This report documents a recently developed "just-in-time" training methodology, which integrates preflight hardware familiarization and procedure training with an on-orbit CD-ROM-based skill enhancement. This "just-in-time" concept was used to support real-time remote expert guidance to complete ultrasound examinations using the ISS Human Research Facility (HRF). METHODS: An American and Russian ISS crewmember received 2 h of "hands on" ultrasound training 8 mo prior to the on-orbit ultrasound exam. A CD-ROM-based Onboard Proficiency Enhancement (OPE) interactive multimedia program consisting of memory enhancing tutorials, and skill testing exercises, was completed by the crewmember 6 d prior to the on-orbit ultrasound exam. The crewmember was then remotely guided through a thoracic, vascular, and echocardiographic examination by ultrasound imaging experts. RESULTS: Results of the CD-ROM-based OPE session were used to modify the instructions during a complete 35-min real-time thoracic, cardiac, and carotid/jugular ultrasound study. Following commands from the ground-based expert, the crewmember acquired all target views and images without difficulty. The anatomical content and fidelity of ultrasound video were adequate for clinical decision making. CONCLUSIONS: Complex ultrasound experiments with expert guidance were performed with high accuracy following limited preflight training and multimedia based in-flight review, despite a 2-s communication latency. In-flight application of multimedia proficiency enhancement software, coupled with real-time remote expert guidance, facilitates the successful performance of ultrasound examinations on orbit and may have additional terrestrial and space applications.

Inservice Training/methods↗
NASA NTRS1994

NASA's Space Life Sciences Training Program

The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D. C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

Coulter, G.↗
NASA NTRSDate not supplied

We Are All Potential Role Models: How We Can Support Scientist Engagement with Youth and the General Public

We all have the opportunity to be positive STEM role models. Yet scientists rarely identify themselves as a possible role model. In the training, “Empowering Effective STEM Role Models,” scientists practice research based strategies for engaging youth, particularly girls. This type of training is complementary to science communication, but is focused on equipping scientists with the skills needed to successfully encourage youth to pursue STEM careers. This training has been provided to over 150 STEM professionals at NASA and 14 federal agencies participated in a Train-the-Trainer version, organized by the White House Council for Women and Girls in STEM Working Group. Participants in this training reported that learning and practicing how to connect with and inspire children in STEM made them more confident stepping into further engagement opportunities. Confident, inspiring scientists are a highlight of a successful engagement event, but other factors make a positive experience possible.It’s important that all partners are thoughtful and intentional in preparing for public engagement events. The logistics are crucial, especially now while many engagements have moved to virtual platforms. Additional technology considerations make preparation essential. Two examples of virtual engagement highlight the support provided that led to successful engagements. The GLOBE Mission Earth project engages scientists in virtual classroom visits. To ensure both teacher and scientist expectations are met, a coordinator facilitates up front preparation by providing slide templates for the scientist to customize and providing video and other resources to the teacher and students to prompt student questions. Another example leverages the power of social media, particularly NASA Facebook. The NASA Earth Science Education Collaborative organizes citizen science challenges and engages the public on social. For one event, scientists were asked to share their connection to the investigation, but without access to NASA’s video production studio, the plans shifted. Scientists prepared audio files instead of videos and collaborated with communications leads to help craft their message. This weekly series has been flexible, adjusting to scientist's comfort levels, and has resulted in fresh and creative engagement.

Jessica Elaine Taylor↗
NASA NTRS2013

NASA Tech Briefs, October 2013

Topics include: A Short-Range Distance Sensor with Exceptional Linearity; Miniature Trace Gas Detector Based on Microfabricated Optical Resonators; Commercial Non-Dispersive Infrared Spectroscopy Sensors for Sub-Ambient Carbon Dioxide Detection; Fast, Large-Area, Wide-Bandgap UV Photodetector for Cherenkov Light Detection; Mission Data System Java Edition Version 7; Adaptive Distributed Environment for Procedure Training (ADEPT); LEGEND, a LEO-to-GEO Environment Debris Model; Electronics/Computers; Millimeter-Wave Localizers for Aircraft-to-Aircraft Approach Navigation; Impedance Discontinuity Reduction Between High-Speed Differential Connectors and PCB Interfaces; SpaceCube Version 1.5; High-Pressure Lightweight Thrusters; Non-Magnetic, Tough, Corrosion- and Wear-Resistant Knives From Bulk Metallic Glasses and Composites; Ambient Dried Aerogels; Applications for Gradient Metal Alloys Fabricated Using Additive Manufacturing; Passivation of Flexible YBCO Superconducting Current Lead With Amorphous SiO2 Layer; Propellant-Flow-Actuated Rocket Engine Igniter; Lightweight Liquid Helium Dewar for High-Altitude Balloon Payloads; Method to Increase Performance of Foil Bearings Through Passive Thermal Management; Unibody Composite Pressurized Structure; JWST Integrated Science Instrument Module Alignment Optimization Tool; Radar Range Sidelobe Reduction Using Adaptive Pulse Compression Technique; Digitally Calibrated TR Modules Enabling Real-Time Beamforming SweepSAR Architectures; Electro-Optic Time-to-Space Converter for Optical Detector Jitter Mitigation; Partially Transparent Petaled Mask/Occulter for Visible-Range Spectrum; Educational NASA Computational and Scientific Studies (enCOMPASS); Coarse-Grain Bandwidth Estimation Scheme for Large-Scale Network; Detection of Moving Targets Using Soliton Resonance Effect; High-Efficiency Nested Hall Thrusters for Robotic Solar System Exploration; High-Voltage Clock Driver for Photon-Counting CCD Characterization; Development of the Code RITRACKS; and Enabling Microliquid Chromatography by Microbead Packing of Microchannels.

Source record↗
NASA NTRS2005

Youth Technology Academy

One of the most important aspects of the YTA Program is that students, working with Tri-C instructors, NASA engineers, and technicians, begin to build relationships with professionals with whom they might not normally have contact. These professionals serve as role models for students and help them to apply math, science and problem-solving skills in real time to construct a competition-ready robot, allowing them to experience the satisfaction and challenges of an engineering or technical career by working diligently to solve problems that may never have been thought possible to solve. Transcending school boundaries, YTA is available to all students who are interested and qualified but who may otherwise never get an opportunity to participate because their school does not offer a robotics program. YTA fills an educational void by offering an exciting engineering and technology experience to a greater number of students than have been able to participate in the past. Our students have been working hard and see the long-term rewards for their efforts. The YTA Team 1270 was a finalist at the 2005 FIRST Robotics Florida Regional and took home second- place honors. Mark Poljak, nominated by the students of YTA Team 1270, received the Woodie Flowers Award at the FIRST 2005 Buckeye Regional competition. This award celebrates effective communication in the art and science of engineering and design. The YTA Team was also invited, as one of fifty-four teams, to participate in this year s FIRST VEX Robotics tournament representing Cuyahoga Community College and NASA GRC (Team 26), held at the FIRST Robotics National Competition in Atlanta, GA. Because of our efforts, community colleges from around the country have taken notice and have asked us to become part of the executive board of the RoboEducators, whose mission is to bring technology training to high school students in preparation for the future workforce.

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NASA NTRS2007

NASA Range Safety Annual Report 2007

As always, Range Safety has been involved in a number of exciting and challenging activities and events. Throughout the year, we have strived to meet our goal of protecting the public, the workforce, and property during range operations. During the past year, Range Safety was involved in the development, implementation, and support of range safety policy. Range Safety training curriculum development was completed this year and several courses were presented. Tailoring exercises concerning the Constellation Program were undertaken with representatives from the Constellation Program, the 45th Space Wing, and the Launch Constellation Range Safety Panel. Range Safety actively supported the Range Commanders Council and it subgroups and remained involved in updating policy related to flight safety systems and flight safety analysis. In addition, Range Safety supported the Space Shuttle Range Safety Panel and addressed policy concerning unmanned aircraft systems. Launch operations at Kennedy Space Center, the Eastern and Western ranges, Dryden Flight Research Center, and Wallops Flight Facility were addressed. Range Safety was also involved in the evaluation of a number of research and development efforts, including the space-based range (formerly STARS), the autonomous flight safety system, the enhanced flight termination system, and the joint advanced range safety system. Flight safety system challenges were evaluated. Range Safety's role in the Space Florida Customer Assistance Service Program for the Eastern Range was covered along with our support for the Space Florida Educational Balloon Release Program. We hope you have found the web-based format both accessible and easy to use. Anyone having questions or wishing to have an article included in the 2008 Range Safety Annual Report should contact Alan Dumont, the NASA Range Safety Program Manager located at the Kennedy Space Center, or Michael Dook at NASA Headquarters.

Dumont, Alan G.↗
DOE OSTI2024

Prioritizing Mentorship as Scientific Leaders

Scientific careers are rarely straight paths. This article emphasizes the crucial role of mentorship in navigating scientific careers and sustaining innovation in STEMM fields. Effective mentorship can have a positive impact on graduate students' research productivity, research self-efficacy, degree completion, and program satisfaction. Despite its importance, mentorship is often an overlooked and underappreciated component of scientific training. As members of the 2022 CAS Future Leaders class, representing ten countries and various chemistry subdisciplines, we share our mentorship experiences to suggest actions to promote healthy and inclusive mentor-mentee relationships in chemistry. The article explores the importance of mentorship, outlines impactful strategies, and offers insights into how to create a scientific community that values and prioritizes effective mentorship.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2024

RCSB Protein Data Bank: supporting research and education worldwide through explorations of experimentally determined and computationally predicted atomic level 3D biostructures

The Protein Data Bank (PDB) was established as the first open-access digital data resource in biology and medicine in 1971 with seven X-ray crystal structures of proteins. Today, the PDB houses >210 000 experimentally determined, atomic level, 3D structures of proteins and nucleic acids as well as their complexes with one another and small molecules ( e.g. approved drugs, enzyme cofactors). These data provide insights into fundamental biology, biomedicine, bioenergy and biotechnology. They proved particularly important for understanding the SARS-CoV-2 global pandemic. The US-funded Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB) and other members of the Worldwide Protein Data Bank (wwPDB) partnership jointly manage the PDB archive and support >60 000 `data depositors' (structural biologists) around the world. wwPDB ensures the quality and integrity of the data in the ever-expanding PDB archive and supports global open access without limitations on data usage. The RCSB PDB research-focused web portal at https://www.rcsb.org/ (RCSB.org) supports millions of users worldwide, representing a broad range of expertise and interests. In addition to retrieving 3D structure data, PDB `data consumers' access comparative data and external annotations, such as information about disease-causing point mutations and genetic variations. RCSB.org also provides access to >1 000 000 computed structure models (CSMs) generated using artificial intelligence/machine-learning methods. To avoid doubt, the provenance and reliability of experimentally determined PDB structures and CSMs are identified. Related training materials are available to support users in their RCSB.org explorations.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS2002

Enhancing Science Teacher Training Using Water Resources and GLOBE

Heritage College, located on the Yakama Indian Reservation in south central Washington state, serves a multicultural, underserved, rural population and trains teachers to staff the disadvantaged school districts on and surrounding the reservation. In-service teachers and pre-service teachers in the area show strength in biology but have weak backgrounds in chemistry and mathematics. We are addressing this problem by providing a 2-year core of courses for 3 groups of 25 students (15 pre-service and 10 in-service teachers) using GLOBE to teach integrated physical science and mathematics. At the conclusion of the program, the students will qualify for science certification by Washington State. Water resources are the focal point of the curriculum because it is central to life in our desert area. The lack or excess of water, its uses, quality and distribution is being studied by using GIS, remote sensing and historical records. Students are learning the methodology to incorporate scientific protocols and data into all aspects of their future teaching curriculum. In addition, in each of the three years of the project, pre-service teachers attended a seminar series during the fall semester with presentations by collaborators from industry, agriculture, education and government agencies. Students used NASA educational materials in the presentations that they gave at the conclusion of the seminar series. All pre- and in-service teachers continue to have support via a local web site for Heritage College GLOBE participants.

Falco, James W.↗
NASA NTRS2014

Spinoff 2013

Topics covered include: Innovative Software Tools Measure Behavioral Alertness; Miniaturized, Portable Sensors Monitor Metabolic Health; Patient Simulators Train Emergency Caregivers; Solar Refrigerators Store Life-Saving Vaccines; Monitors Enable Medication Management in Patients' Homes; Handheld Diagnostic Device Delivers Quick Medical Readings; Experiments Result in Safer, Spin-Resistant Aircraft; Interfaces Visualize Data for Airline Safety, Efficiency; Data Mining Tools Make Flights Safer, More Efficient; NASA Standards Inform Comfortable Car Seats; Heat Shield Paves the Way for Commercial Space; Air Systems Provide Life Support to Miners; Coatings Preserve Metal, Stone, Tile, and Concrete; Robots Spur Software That Lends a Hand; Cloud-Based Data Sharing Connects Emergency Managers; Catalytic Converters Maintain Air Quality in Mines; NASA-Enhanced Water Bottles Filter Water on the Go; Brainwave Monitoring Software Improves Distracted Minds; Thermal Materials Protect Priceless, Personal Keepsakes; Home Air Purifiers Eradicate Harmful Pathogens; Thermal Materials Drive Professional Apparel Line; Radiant Barriers Save Energy in Buildings; Open Source Initiative Powers Real-Time Data Streams; Shuttle Engine Designs Revolutionize Solar Power; Procedure-Authoring Tool Improves Safety on Oil Rigs; Satellite Data Aid Monitoring of Nation's Forests; Mars Technologies Spawn Durable Wind Turbines; Programs Visualize Earth and Space for Interactive Education; Processor Units Reduce Satellite Construction Costs; Software Accelerates Computing Time for Complex Math; Simulation Tools Prevent Signal Interference on Spacecraft; Software Simplifies the Sharing of Numerical Models; Virtual Machine Language Controls Remote Devices; Micro-Accelerometers Monitor Equipment Health; Reactors Save Energy, Costs for Hydrogen Production; Cameras Monitor Spacecraft Integrity to Prevent Failures; Testing Devices Garner Data on Insulation Performance; Smart Sensors Gather Information for Machine Diagnostics; Oxygen Sensors Monitor Bioreactors and Ensure Health and Safety; Vision Algorithms Catch Defects in Screen Displays; and Deformable Mirrors Capture Exoplanet Data, Reflect Lasers.

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NASA NTRS1989

Launching a dream: A teachers guide to a simulated space shuttle mission

Two simulated shuttle missions cosponsored by the NASA Lewis Research Center and Cleveland, Ohio, area schools are highlighted in this manual for teachers. A simulated space shuttle mission is an opportunity for students of all ages to plan, train for, and conduct a shuttle mission. Some students are selected to be astronauts, flight planners, and flight controllers. Other students build and test the experiments that the astronauts will conduct. Some set up mission control, while others design the mission patch. Students also serve as security officers or carry out public relations activities. For the simulated shuttle mission, school buses or recreation vehicles are converted to represent shuttle orbiters. All aspects of a shuttle mission are included. During preflight activities the shuttle is prepared, and experiments and a flight plan are made ready for launch day. The flight itself includes lifting off, conducting experiments on orbit, and rendezvousing with the crew from the sister school. After landing back at the home school, the student astronauts are debriefed and hold press conferences. The astronauts celebrate their successful missions with their fellow students at school and with the community at an evening postflight recognition program. To date, approximately 6,000 students have been involved in simulated shuttle missions with the Lewis Research Center. A list of participating schools, along with the names of their space shuttles, is included. Educations outcomes and other positive effects for the students are described.

Source record↗
DOE OSTI2020

KENO-VI Primer: Performing Calculations using SCALE’s Criticality Safety Analysis Sequence (CSAS6) with Fulcrum

The SCALE code system developed at Oak Ridge National Laboratory is widely used and accepted around the world for criticality safety analysis. The well-known KENO-VI three-dimensional Monte Carlo criticality computer code is one of the primary criticality safety analysis tools in SCALE. The KENO-VI primer is designed to help a new user understand and use the SCALE/KENO-VI Monte Carlo code for nuclear criticality safety analysis. It assumes that the user has a college education in a technical field. There is no assumption of familiarity with Monte Carlo codes in general or with SCALE/KENO-VI in particular. The primer is designed to teach by example, with each example illustrating two or three features of SCALE/KENO-VI that are useful in criticality analysis. The primer is based on SCALE 6.2 and 6.3, which includes the Fulcrum graphical user interface. Each example uses Fulcrum to provide the framework for preparing input data and viewing output results. Starting with a Quickstart section, the primer gives an overview of the basic requirements for SCALE/KENO-VI input and allows the user to quickly run a simple criticality problem with SCALE/KENO-VI. Each following section begins with a list of basic objectives identifying the goal of the section and the individual SCALE/KENO-VI features covered in detail in the section’s sample problems. Upon completion of the primer, a new user should be comfortable using Fulcrum to set up criticality problems in SCALE/KENO-VI. The primer provides a starting point for the criticality safety analyst who uses SCALE/KENO-VI. Complete descriptions are provided in the SCALE/KENO-VI manual. Although the primer is self-contained, it is intended as a companion volume to the SCALE/KENO-VI training and documentation. The SCALE manual and training schedule are available at https://scale.ornl.gov. The primer provides specific examples of using SCALE/KENO-VI for criticality analysis; the SCALE/KENO-VI manual provides information on the use of SCALE/KENO-VI and all its modules. The primer also contains an appendix with sample input files. In addition, this primer, its errata, and sample inputs are also available at https://code.ornl.gov/scale/primers/kenovi/.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
NASA NTRS1994

Design and implementation of two two-week Teacher Enhancement Institutes

During this summer, I have been part of a four team effort that planned and executed two two-week Teacher Enhancement Institutes (TEI) for 40 K-8 teachers from this area. The TEI was designed to enhance teachers' background in aeronautics and technology so that they would be better equipped to encourage and to train students in the mathematics, science, and technology fields. The teachers were given a stipend and three graduate credits from Christopher Newport University for their participation in this program. The four ASEE fellows worked together to develop objectives and a schedule of activities for each two-week session based on the program outline given in the grants that were funding this effort. We divided the responsibilities in coordinating and implementing each part of the TEI based on the specific strengths and background of each ASEE fellow. My specific responsibilities were: (1) to develop the course syllabus and generally handle all matters involved with the graduate course; (2) coordinate the follow-up sessions; and (3) design and manage half of the technology sessions that we had scheduled (approximately 30% of the TEI was devoted to technology). Because the first two responsibilities were primarily administrative in nature, I will address only the last. The technology sessions were divided into computer-only and other technologies (e.g., television and digital technology including scanning, digital photography and CD-ROM). I had responsibility for the computer-only technology sessions. The emphasis of these sessions was on use of the Internet specifically to locate and use educational resources. To maximize learning, these sessions were hands-on with two teachers at each computer. Each teacher received instruction in, and actually used, the most popular tools available on the Internet: email (they were given temporary accounts at NASA LaRC), anonymous ftp and archie, gopher and veronica, mosaic, and telnet. Teachers participated in hands-on workshops to learn about these programs, but were also given time during the two-week session to explore on their own and to find resources on the Net that specifically met their needs. In order to ensure that Internet access continues after their return to the classroom, aIl teachers who did not have them also applied for Learning Link accounts (from WHRO, the local public television station) and Virginia Pen accounts (from the Department of Education of Virginia), both of which allow textbased access to Internet. In addition to getting exposure to and practice with Internet tools, teachers were aIso given a hands-on seminar (and also given practice time) on ClarisWorks, an integrated word processing, spreadsheet, database, and paint package. The technology sessions (and TEI as a whole) were enthusiastically received by both new and more experienced teachers as extremely helpful in improving their ability to use technology in developing lesson pIans.

Lambert, Lynn↗
DOE OSTI2020

Improving the Cyber Resiliency and Security Posture of Public Power (Final Report)

The key objective of Improving the Cyber Resiliency and Security Posture of Public Power (Project) was to develop a culture of cyber resiliency and security within the public power community. The relative smaller size and unique structure of community-owned electric utilities can sometimes present challenges in immediate recognition of threats and the escalation of potential incidents. The Project offered targeted education, coordination, capability building, and resources to help the public power community better understand, install, and implement cyber and physical resiliency and security systems. The American Public Power Association (APPA) accelerated efforts to develop resources for and with the public power community to understand and implement resiliency, cybersecurity and cyber-physical solutions, including refining and improving the adoption of advanced control concepts. The Project consisted of four major multi-pronged tasks which included: 1) Advance cyber resiliency and security assessments; 2) Conduct, evaluate, and use the results of onsite vulnerability assessments; 3) Research, evaluate, deploy, and integrate both commercial and pre-commercial security technologies; and 4) Research, evaluate, and implement information sharing mechanisms.

24 POWER TRANSMISSION AND DISTRIBUTION↗
DOE OSTI2020

KENO V.a Primer: Performing Calculations using SCALE’s Criticality Safety Analysis Sequence (CSAS5) with Fulcrum

The SCALE code system developed at Oak Ridge National Laboratory is widely used and accepted around the world for criticality safety analyses. The well-known KENO V.a three-dimensional Monte Carlo criticality computer code is one of the primary criticality safety analysis tools in SCALE. The KENO V.a primer is designed to help a new user understand and use the SCALE/KENO V.a Monte Carlo code for nuclear criticality safety analyses. It assumes that the user has a college education in a technical field. There is no assumption of familiarity with Monte Carlo codes in general or with SCALE/KENO V.a in particular. The primer is designed to teach by example, with each example illustrating two or three features of SCALE/KENO V.a that are useful in criticality analyses. The primer is based on SCALE 6.2 and 6.3, which includes the Fulcrum graphical user interface (GUI). Each example uses Fulcrum to provide the framework for preparing input data and viewing output results. Starting with a Quickstart section, the primer gives an overview of the basic requirements for SCALE/KENO V.a input and allows the user to quickly run a simple criticality problem with SCALE/KENO V.a. The sections that follow Quickstart include a list of basic objectives at the beginning that identifies the goal of the section and the individual SCALE/KENO V.a features that are covered in detail in the sample problems in that section. Upon completion of the primer, a new user should be comfortable using Fulcrum to set up criticality problems in SCALE/KENO V.a. The primer provides a starting point for the criticality safety analyst who uses SCALE/KENO V.a. Complete descriptions are provided in the SCALE/KENO V.a manual. Although the primer is self-contained, it is intended as a companion volume to the SCALE/KENO V.a training and documentation. The SCALE manual and training schedule are available at https://scale.ornl.gov. The primer provides specific examples of using SCALE/KENO V.a for criticality analyses; the SCALE/KENO V.a manual provides information on the use of SCALE/KENO V.a and all its modules. The primer also contains an appendix with sample input files. In addition, this primer, its errata and sample inputs are also available at https://code.ornl.gov/scale/primers/kenova.

98 NUCLEAR DISARMAMENT, SAFEGUARDS, AND PHYSICAL P↗
NASA NTRS2011

Growth of Three Lettuce Cultivars in NASA's HDU PEM During the 2010 DRATS Test

NASA's 2010 Desert Research and Technology Studies (DRATS) of the VEGGIE Food Production System in the Habitat Demonstration Unit (HDU) Pressurized Excursion Module (PEM) was the first operational evaluation of salad crop production technology in a NASA analog test. Rooting media and slow release fertilizers were evaluated for three lettuce cultivars that had shown promise as candidates for a surface based food production system. These tests involved comparing growth, color and quality of the lettuce cultivars grown under VEGGIE LED array (Orbitec, Madison, WI) or Biomass Production System for Education ((BSEe), Orbitec, Madison, WI) compact fluorescent lamps using a gravity feed water delivery system. Mission relevant conditions of CO2, temperature and RH were maintained using controlled environment chambers (EGC, Chagrin Falls, OH). Growth data was obtained for the two red leaf lettuce cultivars, Outredgeous and Firecracker, and the green Bibb lettuce cultivar, Flandria. Growth and quality was evaluated using different concentrations (7.5 g/L and 15 g/L) of commercial slow release fertilizer (Osmocote Plus 15-9-12, Scotts, Maryville, OH) and Nutricote 18-6-8 (Florikan, Sarasota, FL) in either a peat/vermiculite media (sunshine LP5 MiX, Sungro, Bellview, WA) or calcined montmorillonite clay [(arcillite,)Turface Proleague, Profile LLC, Buffalo Grove, IL]. The commercial peat/vermiculite mix generally resulted in larger plants than those grown in arcillite. Increasing the concentration of Osmocote from 7.5 to 15 g/L increased the height, dry mass, and leaf area of lettuce cultivars. In contrast, there was a decrease in growth parameters when concentration of Nutricote was increased from 7.5 to 15 g/L. The best growth was obtained with the 7.5 g/L Nutricote using a commercial peat/vermiculite mixture. This media was used for field testing VEGGIE plant system in the 2010 DRAT test. The VEGGIE nutrient delivery system worked well, was able to be maintained by multiple operators with a minimum of training, and supported excellent lettuce growth for the duration of the 14-day test. The operational DRAT field testing in the HDU identified light quality issues related to morphology and pigment development that will need to be addressed through additional testing. Feedback from the crew, ground support personnel, and human factors leads was uniformly positive on the psychological value of having the crop production system in the pressurized excursion module. Data are being used to design a plant atrium with LED lighting to evaluate salad crop growth during NASA's 2011 DRATS test.

Stutte, Gary W.↗
NASA NTRS2016

Mission X: Train Like an Astronaut Challenge

The Mission X: Train Like an Astronaut Challenge was developed in 2011 to encourage proper exercise and nutrition at an early age by teaching young people to live and eat like space explorers. The strong correlation between an unhealthy childhood diet and adolescent fitness, and the onset of chronic diseases as an adult is the catalyst for Mission X. Mission X is dedicated to assisting people on a global scale to live healthier lifestyles and learn about human space exploration. The Mission X: Train Like an Astronaut 2015 (MX15) International Challenge hosted almost 40,000 children on 800 teams, 28 countries affiliated with 12 space agencies. The MX15 website included 17 languages. MX15, the fifth annual international fitness challenges sponsored by the NASA Human Research Program worked with the European Space Agency and other space agencies from around the world. In comparison to MX14, MX15 expanded to include four additional new countries, increased the number of students by approximately 68% and the number of teams by 29%. Chile' and South Korea participated in the new fall Astro Charlie Walk Around the Earth Challenge. Pre-challenge training materials were made more readily available from the website. South Korea completed a prospective assessment of the usability of the MX content for improving health and fitness in 212 preschool children and their families. Mission X is fortunate to have the support of the NASA, ESA and JAXA astronaut corps. In MX15, they participated in the opening and closing events as well as while on-board the International Space Station. Italian Astronaut Samantha Cristoretti participated as the MX15 Astronaut Ambassador for health and fitness providing the opening video and other videos from ISS. United Kingdom Astronaut Tim Peake and US Astronaut Kate Rubins have agreed to be the MX Ambassadors for 2016 and 2017 respectively. The MX15 International Working Group Face-to-Face meeting and Closing Event were held at the Agenzia Spaziale Italiana (ASI) in Rome, Italy. A record number of twenty-eight countries participated. Austria and Norway have offered to host the 2016 and 2017 working group meetings. MX16 planning began with the working group meetings and areas of improvement will include another second early challenge to accommodate countries in the Southern Hemisphere, recommended changes to the MX website, development of a more defined approach to metrics, a change to the format of future MX International Working Group meetings, and proposed new activities to be developed by the MX International Educator Working Group. We look forward to welcoming many new participants in 2016!

Lloyd, Charles W.↗