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

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At least 73 records · Page 4
All sourcesNASA NTRSDOE OSTI
DOE OSTI2023

Institutional Framework of Variable Renewable Energy Forecasting in India

The share of variable renewable energy (VRE) in India is growing rapidly, with a national goal of reaching 50% capacity from non-fossil fuel generation by 2030. One implication of this growth is the need for improved VRE forecasting methods. For this reason, the Ministry of New and Renewable Energy (MNRE) in India commissioned this study with support from the United States Agency for International Development (USAID), the National Renewable Energy Laboratory (NREL) in the United States, and the National Institute of Wind Energy (NIWE) in India. The objective of this study was to review the existing institutional framework and suggest changes needed to support the plans for large-scale VRE integration in the country. To achieve that objective, the authors consulted local stakeholders about the status of VRE forecasting in India, reviewed existing studies, and examined VRE forecasting methods around the world to identify best practices. Based on those best practices, the study presents six potential approaches to improve the VRE forecasting framework in India. Approaches include incentivizing VRE forecast improvement and use of the most accurate VRE forecast, creating an institution that will optimize VRE forecasts while maintaining and ensuring access to necessary data for forecasting, implementing a review and certification process for VRE forecast providers, forecasting closer to dispatch time and allowing for more frequent forecast revisions, increasing the frequency of weather forecasts, and aggregating VRE forecasts at the point of interconnection.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2026

RAPIDS2: A SciDAC Institute for Computer Science, Data, and Artificial Intelligence (University of Delaware)

This report summarizes the activities, technical accomplishments, and outcomes of the RAPIDS2 Institute project at the University of Delaware (UD). The RAPIDS2 Institute was a large multi-institution project with the objective of assisting SciDAC and Office of Science application teams in the use of DOE supercomputing resources to achieve scientific breakthroughs. The UD team contributed to this effort through work on formal software verification. This thrust aims to reduce software developer time and effort, especially regarding debugging and testing, and to increase confidence in the correctness of the results computed by the software.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2023

US National Institutes of Health Prioritization of SARS-CoV-2 Variants

Since late 2020, SARS-CoV-2 variants have regularly emerged with competitive and phenotypic differences from previously circulating strains, sometimes with the potential to escape from immunity produced by prior exposure and infection. The Early Detection group is one of the constituent groups of the US National Institutes of Health National Institute of Allergy and Infectious Diseases SARS-CoV-2 Assessment of Viral Evolution program. Here, the group uses bioinformatic methods to monitor the emergence, spread, and potential phenotypic properties of emerging and circulating strains to identify the most relevant variants for experimental groups within the program to phenotypically characterize. Since April 2021, the group has prioritized variants monthly. Prioritization successes include rapidly identifying most major variants of SARS-CoV-2 and providing experimental groups within the National Institutes of Health program easy access to regularly updated information on the recent evolution and epidemiology of SARS-CoV-2 that can be used to guide phenotypic investigations.

60 APPLIED LIFE SCIENCES↗
NASA NTRS1975

Institutional arrangements

The practical application of space systems is considered in terms of institutional arrangements. The evolution of space systems is examined along with examples of institutional arrangements for space systems uses or applications. An institutional framework developed to assure the widest practicable application of space system is proposed and described. Recommendations are included.

Source record↗
NASA NTRS1992

Geochemical aspect of impact cratering: Studies in Vernadsky Institute

Studies of the geochemical effects of impact cratering at the Vernadsky Institute in collaboration with the Institute of Dynamics of Geospheres, Moscow State University, Leningrad State University, and some other institutions were fulfilled by several approaches. At the initial stage, three approaches were used: (1) experimental studies of high-temperature vaporization of geological materials (basalts, granites, and so on) in vacuum that was considered as a model of behavior of impact melt and vapor; (2) search of impact-induced geochemical effects in the rock from terrestrial impact craters; and (3) studies of samples of lunar regolith. The next stage of the studies included experiments on quasi-equilibrium vaporization of geological material in Knudsen cells. The results of this investigation are discussed.

Yakovlev, O. I.↗
NASA NTRS1994

Teacher Enhancement Institute

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.

Marshall-Bradley, Tina↗
NASA NTRS1995

Three two-week enhancement institutes: Design and implementation of the technology and telecomputing component

The Teacher Enhancement Institute (TEI), under the direction of the Center Education Programs Officer offered three two-week workshops to 58 elementary and middle school teachers in science, math, and technology using the Problem Based Learning Model. The 1995 program was designed with input from evaluations and recommendations from previous TEI participants and faculty. The TEI focused on Aviation and Aeronautics as the unifying theme. Four specific objectives were developed. After completing the requirements for the TEI, the participants should be able to: (1) Increase their content knowledge, particularly in aeronautics, science, math, and technology; (2) Design and implement lessons that use scientific inquiry through Problem Based Learning; (3) Demonstrate knowledge of instructional technologies, their uses, and applications to curricula; and (4) Disseminate to their school communities the information acquired through the TEI. Thirty percent of the program was devoted to the effective use of computer technology. SpaceLink, the NASA telecomputing service for educators, was the primary tool used in the technology component of the institute. The training focused on the use of SpaceLink and its many educational services, and Internet tools because of its universal, nongraphical link to any computer plafform the participant may use at his or her school or home. All participants were given Educator Accounts to facilitate the use of E-mail, and access to the Internet and the World Wide Web using their SpaceLink accounts. Classroom demonstrations used videotaped guides and handouts to support concepts presented followed by intensive hands-on activities. Each participant was assigned to an individual Power Mac networked workstation and introduced to the state of the art, graphical, Word Wide Web with the Netscape browser. The methodology proved very effective in reaching the program's goals for technology integration by having the participants learn to use the computer as a tool for communication and research rather than teaching the use of any particular software application alone. However, because of the skill level of the majority of the participants, more hands-on computer time is recommended for future Teacher Enhancement Institutes.

Hale, L. Vincent↗
NASA NTRS1998

Institute for Computational Mechanics in Propulsion (ICOMP)

The Institute for Computational Mechanics in Propulsion (ICOMP) was formed to develop techniques to improve problem-solving capabilities in all aspects of computational mechanics related to propulsion. ICOMP is operated by the Ohio Aerospace Institute (OAI) and funded via numerous cooperative agreements by the NASA Lewis Research Center in Cleveland, Ohio. This report describes the activities at ICOMP during 1997, the Institute's twelfth year of operation.

Keith, Theo G., Jr.↗
NASA NTRS1999

Institute for Computational Mechanics in Propulsion (ICOMP)

The Institute for Computational Mechanics in Propulsion (ICOMP) was formed to develop techniques to improve problem-solving capabilities in all aspects of computational mechanics related to propulsion. ICOMP is operated by the Ohio Aerospace Institute (OAI) and funded via numerous cooperative agreements by the NASA Glenn Research Center in Cleveland, Ohio. This report describes the activities at ICOMP during 1998, the Institutes thirteenth year of operation.

Keith, Theo G., Jr.↗
NASA NTRS2001

Institute for Computational Mechanics in Propulsion (ICOMP)

The Institute for Computational Mechanics in Propulsion (ICOMP) was formed to develop techniques to improve problem-solving capabilities in all aspects of computational mechanics related to propulsion. ICOMP is operated by the Ohio Aerospace Institute (OAI) and funded via numerous cooperative agreements by the NASA Glenn Research Center in Cleveland, Ohio. This report describes the activities at ICOMP during 1999, the Institute's fourteenth year of operation.

Keith, Theo G., Jr.↗
NASA NTRS2003

The Institute on Climate and Planets (ICP): A Research Education Program

Giving students a fair start to become productive and responsible contributors in the 21st century workforce and society depends on our ability to help them develop: (1) A global view of the world; (2) Problem-solving and/or reasoning abilities; (3) Basic scientific and technical literacy; and (4) A multi-disciplinary understanding of how humans and nature interact with the earth system. The Institute on Climate and Planets (ICP) in New York City is NASA Goddard Institute for Space Studies' (GISS) response to the national challenge to give students a fair start to become productive in America's workforce and society, GISS is part of the Earth Science Director at NASA Goddard Space Flight Center in Maryland and a component of Columbia University's Earth Institute, a university-wide initiative whose mission is to understand our planet so as to enhance its sustainability. In 1994 Jim Hansen, several of his GISS and Columbia University colleagues and Fitzgerald Bramwell, the former Director of the New York City Alliance for Minority Participation at City University of New York, launched the ICP. ICP contributes to NASA education and minority outreach goals by directly involving underrepresented college, high school and junior high school students and their educators in research. ICP takes advantage of the interest of many civil servants and Columbia University research scientists at GISS to involve students and educators on multi-level research teams working on problems at the core of NASA's Earth Science Enterprise - advancing our understanding of Earth s climate, climate variability, and climate impacts.

Carlson, Barbara↗
NASA NTRS2003

National Space Biomedical Research Institute

This report outlines the activities of the National Space Biomedical Research Institute (NSBRI) during FY 2003, the sixth year of the NSBRI's programs. It is prepared in accordance with Cooperative Agreement NCC 9-58 between NASA's Lyndon B. Johnson Space Center (JSC) and the Institute's lead institution, Baylor College of Medicine.

Source record↗
NASA NTRS2003

National Space Biomedical Research Institute

In June 1996, NASA released a Cooperative Agreement Notice (CAN) inviting proposals to establish a National Space Biomedical Research Institute (9-CAN-96-01). This CAN stated that: The Mission of the Institute will be to lead a National effort for accomplishing the integrated, critical path, biomedical research necessary to support the long term human presence, development, and exploration of space and to enhance life on Earth by applying the resultant advances in human knowledge and technology acquired through living and working in space. The Institute will be the focal point of NASA sponsored space biomedical research. This statement has not been amended by NASA and remains the mission of the NSBRI.

Source record↗
NASA NTRS2005

NCAR Johns Hopkins/CDC Climate and Health Summer Institute

The interactions between climate and health are rife with complexity and present many conceptual and methodological challenges. Possible effects of climate change on health are considered some of the most sensitive impacts of climate change and are a high priority for policy-makers and the public. As a first step toward improving tlit: quality of research, we developed a Climate and Health Workshop (Institute), geared toward teaching students various aspects of how to conduct integrated climate and health research. At the workshop scientists presented selected case studies of climate and health (e.g., heat mortality, vector-borne diseases), thus demonstrating a subset of key analytical tools and databases most useful to researchers in this field. Key research gaps in this research area were discussed. In this six-day Institute (21-28 July 2004, Boulder, Colorado), health scientists and students benefited from lectures and hands-on tools taught by top NCAR scientists. The attendees learned about health databases and epidemiologic methods from leading health scientists from CDC, Johns Hopkins, and other institutions from around the globe.

Mearns, Linda O.↗
DOE OSTI2023

COVID-19 prevention at institutions of higher education, United States, 2020–2021: implementation of nonpharmaceutical interventions

Background, In early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021. Methods, From December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). Abstracted data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs. Results, Overall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥ 1000 students. Conclusions, Only 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS2017

NASA's Solar System Exploration Research Virtual Institute: Building Collaboration Through International Partnerships

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on re-search at the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the international partner re-search efforts and how we are engaging the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

Virtual Institute↗
DOE OSTI2024

Resilient water infrastructure partnerships in institutionally complex systems face challenging supply and financial risk tradeoffs

Abstract As regions around the world invest billions in new infrastructure to overcome increasing water scarcity, better guidance is needed to facilitate cooperative planning and investment in institutionally complex and interconnected water supply systems. This work combines detailed water resource system ensemble modeling with multiobjective intelligent search to explore infrastructure investment partnership design in the context of ongoing canal rehabilitation and groundwater banking in California. Here we demonstrate that severe tradeoffs can emerge between conflicting goals related to water supply deliveries, partnership size, and the underlying financial risks associated with cooperative infrastructure investments. We show how hydroclimatic variability and institutional complexity can create significant uncertainty in realized water supply benefits and heterogeneity in partners’ financial risks that threaten infrastructure investment partnership viability. We demonstrate how multiobjective intelligent search can design partnerships with substantially higher water supply benefits and a fraction of the financial risk compared to status quo planning processes. This work has important implications globally for efforts to use cooperative infrastructure investments to enhance the climate resilience and financial stability of water supply systems.

Science & Technology - Other Topics↗