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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 1,063 records · Page 59
All sourcesNASA NTRSDOE OSTI
DOE OSTI2017

Los Alamos National Laboratory nuclear criticality safety pipeline for expedited qualification of personnel

The Los Alamos National Laboratory (LANL) Nuclear Criticality Safety (NCS) Pipeline is a method of accelerating the training and qualification of its next generation nuclear criticality safety professionals. An upper division university course in NCS will be offered at participating universities; students who perform well can participate in a summer internship in the LANL NCS Division the following summer focusing on NCS practices and facility specific training for qualification. Standout students may proceed with a criticality safety oriented research project worked during the senior academic year. The culmination of the pipeline is the hiring of students as full time personnel. This practice reduces the uncertainty around knowing whether the individual: -1) has the technical skills, knowledge, and abilities to succeed in criticality safety, -2) will be able to effectively integrate within the organization, and -3) is interested enough in the discipline to reduce potential retention issues. This approach will address significant challenges in the NCS industry, including rising attrition rates over the next two decades, significant time and resources typically required to train qualified criticality safety professionals once hired, and the absence of available NCS-related academic course work available at colleges and universities. The university pipeline results in several benefits: -1) reduced training time and costs, -2) interested students will naturally self-sort and pursue the discipline at the university level, and -3) a pipeline of criticality safety candidates is readily available within the DOE Complex so that unexpected organizational or mission changes can be reacted to with increased agility. (authors)

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2020

Mind the Gap: Building Simulation in the Architectural Design Studio

Building modelling and simulation approaches are increasingly being utilized in architectural design studios to guide and inform the design process and offer evidence-based feedback on proposed building performance. The development of intuitive and simplified simulation interfaces has greatly contributed to achieving this integration. One aspect that is often overlooked is the workflow that governs and regulates integrated design, which can have significant impacts on final design outcomes. Currently there are numerous software packages available for building performance simulations. This makes it challenging to select an appropriate tool that provides accurate results yet allows a designer to make informed architectural decisions with a designer-friendly interface. Furthermore, workflows to incorporate simulations into the design process proved to highly impact student’s project design integration. Yet, it is not clear what type of workflows are successful to achieve this goal, under what conditions, and/or for which building and site typologies. This paper addresses these issues by first reviewing three different workflows for integrating building performance simulation processes and highlighting their strengths and weaknesses. Second, a comparative case study approach was employed to test three of the most common workflows in three different integrated design architectural studios at the senior and vertical studio levels as well as in two courses that run parallel and complementary to the design studios. The workflows, processes, and the resultant student projects were further analyzed based on criteria for better integrated design and architectural excellence as outlined in the American Institute of Architects Committee on the Environment (AIA COTE) Top 10 Student’s Competition. Third, to situate the pedagogical case studies’ results within a larger context, a survey of the AIA COTE Top 10 student competition award recipients over the last five years was conducted. The results are summarized in a pedagogical framework that outlines best strategies of the type of workflows, software, design process used, methods to achieve desired interaction between design process and analytical feedback, and metrics for educators to evaluate the success of this integration and their learning outcomes in the design studio. The goal is to help bridge the gap between the building design and simulation within the design studio’s creative process for more integrated design outcomes.

Elzeyadi, Ihab↗
DOE OSTI2016

Kokes Award for the 24th North American Catalysis Society Meeting

The objective of the Richard. J. Kokes Travel Award program is to encourage the participation of students in the biennial North American Catalysis Society (NACS) Meetings. The Kokes Award covers a significant portion of the transportation, lodging, and conference registration costs. Eligible students must be enrolled at a North American university and need to present a paper at the meeting. The Kokes awardee will be required to contribute some time to the organizing committee to assist in meeting operations and to be present at the meeting during the entire time. Similar to the 23rd Kokes Award program, undergraduate students are also eligible for the 24th Kokes Award program.

42 ENGINEERING↗
DOE OSTI2019

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

Women and some racial and ethnic groups remain underrepresented in chemistry departments across the United States, and generally, efforts to improve representation have resulted in minimal or no improvements in the last 10 years. Here, we present the outcomes of a graduate-student-led initiative that sought to assess the issues affecting inclusivity, diversity, and wellness within the Department of Chemistry at the University of California, Berkeley. We report how the results of a department-tailored academic climate survey were used to develop a method to foster open, productive discussion among graduate students, postdoctoral researchers, and faculty. This event format led to an improved understanding of the challenges facing our community members, as well as the identification of strategies that can be used to make the Department of Chemistry more welcoming for all members. We report the success of this student-led effort to highlight the value of assessing diversity and inclusion at the department-level, as well as the benefits of using community data to stimulate productive, evidence-based discussions. Furthermore, we envision that these methods can be implemented within any research-focused academic community to promote positive cultural change.

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2023

Multiplicity counting using organic scintillators to distinguish neutron sources: An advanced teaching laboratory

In this advanced instructional laboratory, students explore complex detection systems and nondestructive assay techniques used in the field of nuclear physics. After setting up and calibrating a neutron detection system, students carry out timing and energy deposition analyses of radiation signals. Through the timing of prompt fission neutron signals, multiplicity counting is used to carry out a special nuclear material (SNM) nondestructive assay. Our experimental setup is comprised of eight trans-stilbene organic scintillation detectors in a well-counter configuration, and measurements are taken on a spontaneous fission source as well as two (α,n) sources. By comparing each source's measured multiplicity distribution, the resulting measurements of the (α,n) sources can be distinguished from that of the spontaneous fission source. Such comparisons prevent the spoofing, i.e., intentional imitation, of a fission source by an (α,n) neutron source. This instructional laboratory is designed for nuclear engineering and physics students interested in organic scintillators, neutron sources, and nonproliferation radiation measurement techniques.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗
DOE OSTI2022

Estella Atekwana: Autobiographical Notes

I describe my career journey from a young girl in Cameroon, West Africa, to a trailblazing geophysicist to my current role as dean. I chronicle my time as a student, the transition to being an early career faculty, launching my research career, and ultimately finding my way to administration. Along the way I helped pioneer biogeophysics as a subdiscipline in geophysics while simultaneously maintaining an international research program in continental rift tectonics. I also describe the many intersectionalities in my life including being the first Black woman in many spaces, being a champion for student success, developing a diverse talent pipeline by enhancing diversity in the geosciences, and navigating academic job searches as part of a dual-career couple. Finally, I acknowledge all those who helped shape my career including the many students I had the opportunity to mentor. • Many underrepresented minority geoscientists lack the social capital and professional networks critical for their success. • Geoscience departments must be intentional and deliberate in promoting and ensuring more inclusive workplace environments. • Dual-career couples remain a major challenge, impacting retention and recruitment of top talent; universities should provide resources to alleviate this challenge. • Biogeophysics has untapped potential for advancing understanding of subsurface biogeochemical processes and the search for life in extreme environments. • To date, considerable speculation remains regarding the fundamental geodynamic processes that initiate and sustain the evolution of magma-deficient rifts.

99 GENERAL AND MISCELLANEOUS↗
DOE OSTI2017

Interrelationship between Plasma Experiments in the Laboratory and in Space

Funds were expended to offset the travel costs of three students and three postdoctoral research associates to participate in and present work at the 2015 International Workshop on the Interrelationship between Plasma Experiments in the Laboratory and in Space (IPELS2015), 23-28 August 2015, Pitlochry, Scotland, UK. Selection was priority-ranked by lab-space engagement, first, and topic relevance, second. Supplementary selection preference was applied to under-represented populations, applicants lacking available travel-resources in their home research group, applicants unusually distant from the conference venue, and the impact of the applicant’s attendance in increasing the diversity of conference participation. One support letter per student was required. The letters described the specific benefit of IPELS2015 to the student dissertation or the postdoc career development, and document the evidence for the ordering criteria.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
NASA NTRS2015

Online Matchmaking: It's Not Just for Dating Sites Anymore! Connecting the Climate Voices Science Speakers Network to Educators

Scientists play an integral role in the development of climate literacy skills - for both teachers and students alike. By partnering with local scientists, teachers can gain valuable insights into the science practices highlighted by the Next Generation Science Standards (NGSS), as well as a deeper understanding of cutting-edge scientific discoveries and local impacts of climate change. For students, connecting to local scientists can provide a relevant connection to climate science and STEM skills. Over the past two years, the Climate Voices Science Speakers Network (climatevoices.org) has grown to a robust network of nearly 400 climate science speakers across the United States. Formal and informal educators, K-12 students, and community groups connect with our speakers through our interactive map-based website and invite them to meet through face-to-face and virtual presentations, such as webinars and podcasts. But creating a common language between scientists and educators requires coaching on both sides. In this presentation, we will present the "nitty-gritty" of setting up scientist-educator collaborations, as well as the challenges and opportunities that arise from these partnerships. We will share the impact of these collaborations through case studies, including anecdotal feedback and metrics.

Instructors↗
DOE OSTI2024

Isotope Production Education and Research via a Systematic Study of Photo-nuclear Reaction Yields and Excitation Functions

A new collaboration between the New Mexico Institute of Mining and Technology, Idaho State University, and Idaho National Laboratory builds the domestic workforce in isotope production and related science and technologies by conducting research and education programs related to photo-nuclear reactions. Workforce development was identified by the Department of Energy’s Office of Science in the Reaching a New Energy Sciences Workforce (RENEW) program that seeks to engage underrepresented university students in isotope production activities. This collaboration includes coursework development, student training, and isotope production research utilizing photo-nuclear reactions at electron linear accelerators. Bremsstrahlung-weighted excitation functions and cross-sections will be measured and the use of nanomaterials to exploit kinematic recoil reactions will be investigated. Students will be hosted at the Idaho National Laboratory where mentors will provide opportunities to explore careers in nuclear science and technology. This presentation regards the ongoing progress of the research and education objectives of the collaboration that was performed under the Office of Science Isotopes Program under award number D000-22-2765.

07 ISOTOPE AND RADIATION SOURCES↗
DOE OSTI2019

2018 International Atmospheric Rivers Conference: Multi–disciplinary studies and high–impact applications of atmospheric rivers

Atmospheric rivers (ARs) play a vital role in shaping the hydroclimate of many regions globally, and can substantially impact water resource management, emergency response planning, and other socioeconomic entities. The second International Atmospheric Rivers Conference took place at the Scripps Institution of Oceanography, University of California, San Diego, during 25–28 June, 2018, in La Jolla, California, USA. It was sponsored by the Center for Western Weather and Water Extremes (CW3E). A total of 120 people attended the Conference with 94 abstracts submitted and 30 participating students. In addition to the conference, the Student Forecasting Workshop was organized in the same week. During this workshop, students were exposed to AR forecasting tools, and learned examples of how these tools could be used to make decisions for various applications. The main goals of this conference were to bring together experts from across the fields of hydrology, atmospheric, oceanic, and polar sciences, as well as water management, civil engineering, and ecology to advance the state of AR science and to explore the future directions for the field. The conference was organized into traditional oral and poster presentations, along with panel discussions and Breakout Groups. This format allowed enhanced interaction between participants, driving progress within the scientific community and the enhanced communication of societal needs by various stakeholders. Several emerging topics of research were highlighted, including subseasonal-to-seasonal (S2S) prediction of ARs and an overview of the AR Reconnaissance campaign. In addition to providing a forum to disseminate and debate new results from scientific talks and posters, the conference was equally effective and useful in linking scientists to users and decision-makers that require improved knowledge on ARs to manage resources and prepare for hazards. The third International Atmospheric Rivers Conference will be held in Chile in 2020, and hosted by the University of Chile, Santiago.

54 ENVIRONMENTAL SCIENCES↗
DOE OSTI2021

Connecting research and teaching introductory cell and molecular biology using an Arabidopsis mutant screen

A complex research project was translated into a Course-based Undergraduate Research Experience (CURE), which was implemented in sections of an introductory Cell and Molecular Biology laboratory course. The research laboratory generated an engineered plant line producing a growth-inhibiting, lipid-derived plant hormone and mutagenized this line. Students in the CURE cultured the mutagenized plant population and selected and characterized suppressor mutants. They learned to observe phenotypes related to the biosynthesis and perception of the plant hormone and explored the genetic and biochemical basis of these phenotypes. As the students studied the relevant genetic, molecular and biochemical concepts during this CURE, they were able to translate this knowledge into practice and develop scientific arguments. This CURE was a successful collaboration between the teaching lab and the research lab. It benefited both parties as the students had a real-life, deep learning experience in scientific methodology, while the research lab gathered data and materials for further studies

37 INORGANIC, ORGANIC, PHYSICAL, AND ANALYTICAL CH↗
DOE OSTI2014

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different teaching programmes. Conclusion: Radiographers appear to need more training in the rubric's use, whereas teachers are found to generally use it appropriately. There are implications drawn from this finding that are applicable to health science and medical education in general.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2022

“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education

Abstract In the policy context of college and career readiness, career and technical education (CTE) is growing in popularity, especially for students who are underserved in academic high school programs. While CTE has shown promise for some students, very little research exists on its potential for emergent bilingual students (EBs). Thus, building on research of deficit perceptions of EBs and language ideologies (LIs), this study examines how LIs and deficit perspectives are reproduced in CTE contexts across Pennsylvania. Using a sequential mixed‐methods design, we found that, while CTE educators held generally positive attitudes toward EBs, they were influenced by monoglossic language ideology and standard language ideology. These LIs, along with other institutional factors, led educators to implement restrictive language policies within their classrooms. These implications serve to inform how, with a lack of clear language policy within CTE programs, teachers relied on their personal beliefs and reproduced deficit ideologies in the creation of classroom‐level policies.

Emerick, Mark R.↗
DOE OSTI2018

A Hybrid 2D/3D User Interface for Radiological Diagnosis

This paper presents a novel 2D/3D desktop virtual reality hybrid user interface for radiology that focuses on improving 3D manipulation required in some diagnostic tasks. An evaluation of our system revealed that our hybrid interface is more efficient for novice users and more accurate for both novice and experienced users when compared to traditional 2D only interfaces. This is a significant finding because it indicates, as the techniques mature, that hybrid interfaces can provide significant benefit to image evaluation. Our hybrid system combines a zSpace stereoscopic display with 2D displays, and mouse and keyboard input. It allows the use of 2D and 3D components interchangeably, or simultaneously. The system was evaluated against a 2D only interface with a user study that involved performing a scoliosis diagnosis task. There were two user groups: medical students and radiology residents. We found improvements in completion time for medical students, and in accuracy for both groups. In particular, the accuracy of medical students improved to match that of the residents.

62 RADIOLOGY AND NUCLEAR MEDICINE↗
DOE OSTI2026

A transfer learning approach to energy-efficient control of small and medium-sized commercial buildings

Model-free reinforcement learning (RL) provides a data-driven and adaptive approach to optimize building energy use while satisfying occupant comfort. This powerful tool does not need any prior knowledge about the environment and system it is optimizing and can adapt its policy based on the changes in captures. Like any other data-driven tool, it faces high training costs due to the extensive agent-environment interactions required to capture long-term building dynamics and user comfort. Transfer learning, particularly policy distillation, offers a promising way to accelerate training by leveraging pretrained RL agents in different building and system types. Here, this study investigates online student distillation, in which the student model updates its neural network weights using outputs from teacher models. The work introduces a student distillation strategy designed for efficient knowledge transfer, along with a teacher selection method that ensures high-quality guidance. The approach is validated using a highly calibrated whole building energy model for a small/medium commercial building test facility. Results show substantial reductions in training time and data requirements while surpassing the performance of ASHRAE Guideline 36, an advanced rule-based control strategy. The distilled RL model required 45% less data and achieved 20% higher cumulative rewards than a state-of-the-art RL model, with faster convergence and lower energy consumption. These outcomes demonstrate that effective transfer learning enables a scalable and data-efficient energy management solution for commercial buildings.

ASHRAE guideline 36↗
DOE OSTI2020

Raman spectroscopy coupled with ambient ionization mass spectrometry: A forensic laboratory investigation into rapid and simple dual instrumental analysis techniques

We present a laboratory experiment, developed around a pair of instrumental analysis techniques, Raman spectroscopy and ambient ionization mass spectrometry (MS), conducted by senior chemistry undergraduate students for bulk analysis of over-the-counter drugs using benchtop versions of the two instruments, as well as trace analysis of illicit drugs utilizing the corresponding portable instruments. The identification and confirmation of seized drugs is a routine operation in forensic laboratories that can be simplified using these two instrumental techniques in tandem. Bulk samples are readily analyzed using conventional Raman spectroscopy followed by paper cone spray ionization (PCSI) MS, while trace analysis is allowed by a simple single-substrate dual-analyzer method using surface enhanced Raman spectroscopy (SERS) from paper followed by paper spray ionization (PSI) MS. The introduction of these novel strategies to the students exposed them to potential career paths in forensic science by means of a hands-on experience that provided fundamental knowledge about this set of analytical methods, including intercomparisons of their performance, as well as practical issues like costs, regulations and databases. The use of portable instrumentation represents an additional learning experience for the students, considering that it is cutting-edge technology that is just now being transferred from academic to industrial labs and that it allows a valuable discussion of the advantages and disadvantages of bringing the laboratory to the field.

47 OTHER INSTRUMENTATION↗
DOE OSTI2015

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database. Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health needs. Defining minimum curricular content, emphasizing content based on population needs, and ensuring educational delivery with the support and expertise of oncologists and non-oncologists will be essential next steps.

62 RADIOLOGY AND NUCLEAR MEDICINE↗