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NASA NTRS2008

Different Levels of Eccentric Resistance during Eight Weeks of Training Affect Muscle Strength and Lean Tissue Mass

Coupling concentric and eccentric muscle contractions appears to be important in the development of muscle strength and hypertrophy. The interim Resistive Exercise Device (iRED) currently used aboard the International Space Station does not seem to be as effective as free weight training in ambulatory subjects and has not completely protected against muscular deconditioning due to space flight. The lack of protection during space flight could be caused by iRED's proportionally lower eccentric resistance (60-70%) compared to concentric resistance. PURPOSE: To determine the effects of 8 wks of lower body resistive exercise training using five levels of eccentric resistance on muscle strength and lean tissue mass. METHODS: Forty untrained males (34.9 +/- 7 yrs, 80.9 +/- 9.8 kg, 178.2 +/- 7.1 cm; mean +/- SD) completed three 1-repetition maximum (1-RM) strength tests for both the supine leg press (LP) and supine heel raise (HR) prior to training; subjects were matched for LP strength and randomly assigned to one of five training groups. Concentric load (% 1-RM) was constant across groups during training, but each group trained with different levels of eccentric load (0%, 33%, 66%, 100%, or 138% of concentric). Subjects trained 3 d / wk for 8 wks using a periodized program for LP and HR based on percentages of the highest pre-training 1-RM. LP and HR 1-RM and leg lean mass (LLM; assessed by DEXA) were measured pre- and post-training. A two-way ANOVA was used to analyze all dependent measures. Tukey's post hoc tests were used to test significant main effects. Within group pre- to post-training changes were compared using paired t-tests with a Bonferroni adjustment. Statistical significance was set a priori at p 0.05. All data are expressed as mean +/- SE. RESULTS: LP 1-RM strength increased significantly in all groups pre- to post-training. The 138% group increase (20.1 +/- 3.7%) was significantly greater than the 0% (7.9 +/- 2.8%), 33% (7.7 +/- 4.6%), and 66% (7.5 +/- 4.3%) groups. All groups significantly increased HR strength pre- to posttraining (33%: 7.5 +/- 6.1%; 66%: 6.6 +/- 3.7%; 100%: 12.2 +/- 1.8%; 138%: 11.0 +/- 6.4%) except for the 0% (4.9 +/- 9.1%) group. There were no differences between groups. LLM increased significantly pre- to post-training in only the 138% group; there were no differences between groups. CONCLUSIONS: Eight wks of lower body resistive exercise training with eccentric overload resulted in greater increases in LP strength than training with eccentric loads of 66% or less. Post-training HR strength was not affected by eccentric training load, perhaps because of the predominance of Type I fibers typical in the gastrocnemius. Only 138% eccentric training significantly increased LLM. PRACTICAL APPLICATIONS: For athletes or others desiring to maximize muscle strength and hypertrophy gains, training with eccentric loads greater than 100% of concentric resistance will provide greater increases in muscle strength and lean tissue mass in some muscle groups. In a rehabilitation or geriatric exercise setting that places primary emphasis on program adherence and moderate strength gains, training with an eccentric underload may provide strength increases comparable to those of traditional 1:1 training but with less muscle soreness and physiologic insult to the patient, but this has yet to be proven.

English, K. L.↗

NASA NTRS2011

Next Steps in the Evolution of Human Spaceflight Training

Train before you fly has always been a watchword at NASA, and consequently, NASA has been conducting training for human spaceflight missions for longer than it has been involved in the actual conduct of human spaceflight missions. Throughout that time, NASA s approach to human spaceflight training has continuously evolved to keep pace with the technology of the modern world, but the approach to training itself has not changed significantly. Today, there are more tools and technologies that enable learning than ever before. This paper intends to review the challenges of human spaceflight training and how modern technology and an updated approach could improve that training. The Spaceflight Training Management Office (DA7) within the Mission Operations Directorate (MOD) has been investigating the current training of instructors, flight controllers and astronauts in order to identify where a new approach to training and training management may be necessary to improve the efficacy of the training provided. Through this investigation, the DA7 team has identified potential areas of improvement within International Space Station (ISS) training in a wide range of areas, including the delivery of training, the structure of the training program, the concept of what is considered training, and the management of that training. The ISS is an operational program with an established training paradigm. As such, the implementation of these concepts will be met with several challenges that may prevent or preclude them from being adopted. These challenges include demonstrating return-on-investment (ROI) and overcoming cultural or technological obstacles. This report will delve into the possible improvement areas for training, the future training concepts that are being considered, and the challenges associated with implementation. The paper will include concepts for utilization of Web 2.0 technologies, electronic learning, digital media, and other technologies in the development, management, and conduct of human spaceflight training.

Balmain, Clint↗

DOE OSTI2016

SU-G-PinS Room/Hall E-00: HAZMAT Training for the Medical Physicist - Part II

Medical Physicists are frequently involved in shipping radioactive materials or supervising those who do. Current U.S. Department of Transportation Hazardous Material Regulations, 49 CFR Parts 171 - 185, require hazmat employees to have documented training specified in 49 CFR 172 Subpart H. A hazmat employee is defined as an individual who: (1) loads, unloads or handles hazardous material; (2) manufactures, tests, reconditions, repairs, modifies, marks or otherwise represents containers, drums or packagings as qualified for use in the transportation of hazardous materials; (3) prepares hazardous materials for transportation; (4) is responsible for safety of transporting hazardous materials; or (5) operates a vehicle used to transport hazardous materials. Recurrent training is required at least once every three years. (The IATA two year training interval is not applicable and is generally misunderstood.) FAA has escalated inspection and enforcement. Facilities who ship radiopharmaceuticals to other laboratories, return radiopharmaceuticals or radioactive sources to suppliers, or otherwise ship radioactive materials have been cited for failure to provide and document the required training. The interrelationship of transportation regulations, 49 CFR, IATA, ICAO and other transportation regulations, which are frequently misunderstood, will be explained. The course will cover typical shipments by air and highway which are encountered in a medical institution. Items such as fissile materials, highway route controlled quantities, rail shipments, vessel shipments and such will be omitted; although specific questions may be addressed. A major objective of the course is to present the process of shipping radioactive material in a sequential and logical fashion. How radioactive materials for transportation purposes are defined by activity concentrations for exempt materials and activity limits for exempt consignments will be explained. Radioactive material shipments of excepted packages and Type A packages will be emphasized. The program is designed to meet the function specific DOT training requirements for shippers of medical radioactive materials. General awareness training and security awareness training can be obtained from two free DOT training CDs. Safety training and security awareness training is generally satisfied by the training required under the institution’s radioactive material license. For shippers of radioactive Yellow III labeled packages an in-depth written security plan and training are no longer required as of April 8, 2010. In general almost all shippers of medical radioactive material are now not required to have an in-depth security plan. Contents of general awareness training, security awareness training and in-depth security plans will be briefly outlined. It is the hazmat employer’s responsibility to ensure that each hazmat employee is properly trained. No third party can fulfill that requirement. It is the hazmat employer’s responsibility to determine the degree to which this course meets the employer’s requirements, including contents of the course and the examination. Participants will gain sufficient knowledge to prepare hazmat training programs for others in their institutions. A handout will be posted which should be printed out and brought to the course for reference during the presentation. The handout will also satisfy part of the training documentation required by DOT. A feature handout section is a composite table which provides A1, A2, RQ, Exempt Concentration, and Exempt Consignment values in a single table in both Becquerel and Curie units. Course attendance will be certified through the AAPM CEU documentation system. Learning Objectives: Understand the regulatory requirements for shipping radioactive materials. Understand the regulatory requirements for training of hazmat employees. Comprehend how to classify, package, mark, label, document, placard, and transport radioactive materials.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2016

SU-CD-PinS Room/Hall E-00: HAZMAT Training for the Medical Physicist - Part I

Medical Physicists are frequently involved in shipping radioactive materials or supervising those who do. Current U.S. Department of Transportation Hazardous Material Regulations, 49 CFR Parts 171 - 185, require hazmat employees to have documented training specified in 49 CFR 172 Subpart H. A hazmat employee is defined as an individual who: (1) loads, unloads or handles hazardous material; (2) manufactures, tests, reconditions, repairs, modifies, marks or otherwise represents containers, drums or packagings as qualified for use in the transportation of hazardous materials; (3) prepares hazardous materials for transportation; (4) is responsible for safety of transporting hazardous materials; or (5) operates a vehicle used to transport hazardous materials. Recurrent training is required at least once every three years. (The IATA two-year training interval is not applicable and is generally misunderstood.) FAA has escalated inspection and enforcement. Facilities who ship radiopharmaceuticals to other laboratories, return radiopharmaceuticals or radioactive sources to suppliers, or otherwise ship radioactive materials have been cited for failure to provide and document the required training. The interrelationship of transportation regulations, 49 CFR, IATA, ICAO and other transportation regulations, which are frequently misunderstood, will be explained. The course will cover typical shipments by air and highway which are encountered in a medical institution. Items such as fissile materials, highway route controlled quantities, rail shipments, vessel shipments and such will be omitted; although specific questions may be addressed. A major objective of the course is to present the process of shipping radioactive material in a sequential and logical fashion. How radioactive materials for transportation purposes are defined by activity concentrations for exempt materials and activity limits for exempt consignments will be explained. Radioactive material shipments of excepted packages and Type A packages will be emphasized. The program is designed to meet the function specific DOT training requirements for shippers of medical radioactive materials. General awareness training and security awareness training can be obtained from two free DOT training CDs. Safety training and security awareness training is generally satisfied by the training required under the institution’s radioactive material license. For shippers of radioactive Yellow III labeled packages an in-depth written security plan and training are no longer required as of April 8, 2010. In general almost all shippers of medical radioactive material are now not required to have an in-depth security plan. Contents of general awareness training, security awareness training and in-depth security plans will be briefly outlined. It is the hazmat employer’s responsibility to ensure that each hazmat employee is properly trained. No third party can fulfill that requirement. It is the hazmat employer’s responsibility to determine the degree to which this course meets the employer’s requirements, including contents of the course and the examination. Participants will gain sufficient knowledge to prepare hazmat training programs for others in their institutions. A handout will be posted which should be printed out and brought to the course for reference during the presentation. The handout will also satisfy part of the training documentation required by DOT. A feature handout section is a composite table which provides A1, A2, RQ, Exempt Concentration, and Exempt Consignment values in a single table in both Becquerel and Curie units. Course attendance will be certified through the AAPM CEU documentation system. Learning Objectives: Understand the regulatory requirements for shipping radioactive materials. Understand the regulatory requirements for training of hazmat employees. Comprehend how to classify, package, mark, label, document, placard, and transport radioactive materials.

60 APPLIED LIFE SCIENCES↗

DOE OSTI2019

The CNSC's Inspector Training and Qualification Program and its Importance to the Nuclear Industry - 19370

Trained, qualified, and designated staff at the Canadian Nuclear Safety Commission (CNSC) conduct inspections of licensed nuclear sites as a method of compliance verification. This paper will describe the unique and comprehensive qualification process for CNSC inspectors, known as the Inspector Training and Qualification Program (ITQP). The ITQP includes service-line-specific training that is unique to each inspection group within the CNSC, dependent on the facility/industry type. The training requirements specific to staff in the Wastes and Decommissioning Division and its impact on safety at waste management sites across Canada will be discussed. This paper will specifically identify the importance of CNSC inspector training and detail how the unique training program requirements enable the CNSC to better identify and encourage compliance among nuclear waste and decommissioning sites in Canada. CNSC inspectors are designated under section 29 of the Nuclear Safety and Control Act (NSCA), and the powers of inspectors are outlined in section 32 of the NSCA. Having trained, qualified, and designated inspectors is paramount for both the CNSC and the nuclear industry. For the CNSC, this ensures that staff in the field are aware of potential hazards and how to mitigate such hazards (if applicable), that staff understand the regulatory framework and how to measure compliance against it, and that staff consistently apply CNSC values across the nuclear industry. For the industry, this ensures that staff present at nuclear facilities are knowledgeable and professional, that inspections are conducted in a consistent manner, and that any compliance actions issued are measurable and defendable against the regulatory framework. The CNSC's ITQP incorporates both theoretical (in-class and online) and practical training, and is broken down into six categories: mandatory training for all new employees; core training; service-line-specific training; on-the-job training; CNSC regulations training; and, recommended additional training. This paper will discuss in detail the specific aspects of each of these categories, the importance of each category including the difference between knowledge and skills acquired in theoretical versus hands-on training, and how CNSC staff in designated inspector positions (inspectors-in-training) progress through the program. The complete list of core training and service-line-specific training for inspectors in the Wastes and Decommissioning Division, including re-qualification requirements, will be explored throughout the paper. It is further important that CNSC designated inspectors undergo continuous learning to ensure that their skills remain up to date, as well as to ensure that inspectors requalify at defined intervals to enable the maintenance of the core knowledge and skills with which the determination of the person's qualification was based. The steps involved in this requalification process, as well as the importance of continuous learning and the maintenance of skills and knowledge will be further discussed. (authors)

12 MANAGEMENT OF RADIOACTIVE AND NON-RADIOACTIVE W↗

DOE OSTI2023

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

Celestino, Tadeu (ORCID:0000000163087981)↗

DOE OSTI2014

Using an external surrogate for predictor model training in real-time motion management of lung tumors

Purpose: Precise prediction of respiratory motion is a prerequisite for real-time motion compensation techniques such as beam, dynamic couch, or dynamic multileaf collimator tracking. Collection of tumor motion data to train the prediction model is required for most algorithms. To avoid exposure of patients to additional dose from imaging during this procedure, the feasibility of training a linear respiratory motion prediction model with an external surrogate signal is investigated and its performance benchmarked against training the model with tumor positions directly. Methods: The authors implement a lung tumor motion prediction algorithm based on linear ridge regression that is suitable to overcome system latencies up to about 300 ms. Its performance is investigated on a data set of 91 patient breathing trajectories recorded from fiducial marker tracking during radiotherapy delivery to the lung of ten patients. The expected 3D geometric error is quantified as a function of predictor lookahead time, signal sampling frequency and history vector length. Additionally, adaptive model retraining is evaluated, i.e., repeatedly updating the prediction model after initial training. Training length for this is gradually increased with incoming (internal) data availability. To assess practical feasibility model calculation times as well as various minimum data lengths for retraining are evaluated. Relative performance of model training with external surrogate motion data versus tumor motion data is evaluated. However, an internal–external motion correlation model is not utilized, i.e., prediction is solely driven by internal motion in both cases. Results: Similar prediction performance was achieved for training the model with external surrogate data versus internal (tumor motion) data. Adaptive model retraining can substantially boost performance in the case of external surrogate training while it has little impact for training with internal motion data. A minimum adaptive retraining data length of 8 s and history vector length of 3 s achieve maximal performance. Sampling frequency appears to have little impact on performance confirming previously published work. By using the linear predictor, a relative geometric 3D error reduction of about 50% was achieved (using adaptive retraining, a history vector length of 3 s and with results averaged over all investigated lookahead times and signal sampling frequencies). The absolute mean error could be reduced from (2.0 ± 1.6) mm when using no prediction at all to (0.9 ± 0.8) mm and (1.0 ± 0.9) mm when using the predictor trained with internal tumor motion training data and external surrogate motion training data, respectively (for a typical lookahead time of 250 ms and sampling frequency of 15 Hz). Conclusions: A linear prediction model can reduce latency induced tracking errors by an average of about 50% in real-time image guided radiotherapy systems with system latencies of up to 300 ms. Training a linear model for lung tumor motion prediction with an external surrogate signal alone is feasible and results in similar performance as training with (internal) tumor motion. Particularly for scenarios where motion data are extracted from fluoroscopic imaging with ionizing radiation, this may alleviate the need for additional imaging dose during the collection of model training data.

60 APPLIED LIFE SCIENCES↗

NASA NTRS2002

Exercise Versus +Gz Acceleration Training

Decreased working capacity and "orthostatic" intolerance are two major problems for astronauts during and after landing from spaceflight in a return vehicle. The purpose was to test the hypotheses that (1) supine-passive-acceleration training, supine-interval-exercise plus acceleration training, and supine exercise plus acceleration training will improve orthostatic tolerance (OT) in ambulatory men; and that (2) addition of aerobic exercise conditioning will not influence this enhanced OT from that of passive-acceleration training. Seven untrained men (24-38 yr) underwent 3 training regimens (30 min/d x 5d/wk x 3wk on the human-powered centrifuge - HPC): (a) Passive acceleration (alternating +1.0 Gz to 50% Gzmax); (b) Exercise acceleration (alternating 40% - 90% V02max leg cycle exercise plus 50% of HPCmax acceleration); and (c) Combined intermittent exercise-acceleration at 40% to 90% HPCmax. Maximal supine exercise workloads increased (P < 0.05) by 8.3% with Passive, by 12.6% with Exercise, and by 15.4% with Combined; but maximal V02 and HR were unchanged in all groups. Maximal endurance (time to cessation) was unchanged with Passive, but increased (P < 0.05) with Exercise and Combined. Resting pre-tilt HR was elevated by 12.9% (P < 0.05) only after Passive training, suggesting that exercise training attenuated this HR response. All resting pre-tilt blood pressures (SBP, DBP, MAP) were not different pre- vs. post-training. Post-training tilt-tolerance time and HR were increased (P < 0.05) only with Passive training by 37.8% and by 29.1%, respectively. Thus, addition of exercise training attenuated the increased Passive tilt tolerance. Resting (pre-tilt) and post-tilt cardiac R-R interval, stroke volume, end-diastolic volume, and cardiac output were all uniformly reduced (P < 0.05) while peripheral resistance was uniformly increased (P < 0.05) pre-and post-training for the three regimens indicating no effect of any training regimen on those cardiovascular variables. Plasma volume (% delta) was uniformly decreased by 8% to 14% (P < 0.05) at tilt-tolerance pre- vs. post-training for all regimens indicating no effect of these training regimens on the level of vascular fluid shifts.

Greenleaf, John E.↗

NASA NTRS2017

Tracking Historical NASA EVA Training: Lifetime Surveillance of Astronaut Health (LSAH) Development of the EVA Suit Exposure Tracker (EVA SET)

During a spacewalk, designated as extravehicular activity (EVA), an astronaut ventures from the protective environment of the spacecraft into the vacuum of space. EVAs are among the most challenging tasks during a mission, as they are complex and place the astronaut in a highly stressful environment dependent on the spacesuit for survival. Due to the complexity of EVA, NASA has conducted various training programs on Earth to mimic the environment of space and to practice maneuvers in a more controlled and forgiving environment. However, rewards offset the risks of EVA, as some of the greatest accomplishments in the space program were accomplished during EVA, such as the Apollo moonwalks and the Hubble Space Telescope repair missions. Water has become the environment of choice for EVA training on Earth, using neutral buoyancy as a substitute for microgravity. During EVA training, an astronaut wears a modified version of the spacesuit adapted for working in water. This high fidelity suit allows the astronaut to move in the water while performing tasks on full-sized mockups of space vehicles, telescopes, and satellites. During the early Gemini missions, several EVA objectives were much more difficult than planned and required additional time. Later missions demonstrated that "complex (EVA) tasks were feasible when restraints maintained body position and underwater simulation training ensured a high success probability".1,2 EVA training has evolved from controlling body positioning to perform basic tasks to complex maintenance of the Hubble Space Telescope and construction of the International Space Station (ISS). Today, preparation is centered at special facilities built specifically for EVA training, such as the Neutral Buoyancy Laboratory (NBL) at NASA's Johnson Space Center ([JSC], Houston) and the Hydrolab at the Gagarin Cosmonaut Training Centre ([GCTC], Star City, outside Moscow). Underwater training for an EVA is also considered hazardous duty for NASA astronauts. This activity places astronauts at risk for decompression sickness and barotrauma as well as various musculoskeletal disorders from working in the spacesuit. The medical, operational and research communities over the years have requested access to EVA training data to better understand the risks. As a result of these requests, epidemiologists within the Lifetime Surveillance of Astronaut Health (LSAH) team have compiled records from numerous EVA training venues to quantify the exposure to EVA training. The EVA Suit Exposure Tracker (EVA SET) dataset is a compilation of ground-based training activities using the extravehicular mobility unit (EMU) in neutrally buoyant pools to enhance EVA performance on orbit. These data can be used by the current ISS program and future exploration missions by informing physicians, researchers, and operational personnel on the risks of EVA training in order that future suit and mission designs incorporate greater safety. The purpose of this technical report is to document briefly the various facilities where NASA astronauts have performed EVA training while describing in detail the EVA training records used to generate the EVA SET dataset.

Laughlin, Mitzi S.↗

DOE OSTI2019

International MNSR Training Center

Plans for the conversion of the Chinese origin miniature neutron source reactors (MNSRs) to low-enriched uranium (LEU), and the return of the high- enriched uranium (HEU) core to China, were initiated in February 2011 when an international MNSR Working Group (WG) was established to coordinate these activities. Based on a Ghana Atomic Energy Commission (GAEC) decision, the MNSR core at the GHARR-1 facility was selected for pilot shipment. Working on the preparation of the HEU MNSR materials’ removal from the GHARR-1 facility as a training tool, a mock-up MNSR vessel was built for operator training. Experiencing the usefulness of the mock-up vessel in operator training in the Ghana case has since been developed further into a full-scale training facility, named the International MNSR Training Center (IMTC), which is now available for training operators from MNSR operating countries. The main objective of this Book is to document the IMTC as a full-scale MNSR training facility in operator training for HEU MNSR core discharge and packaging. The goal is to describe the IMTC in its full complexity — that is: (1) to present the IMTC’s buildings with its internal and outer areas; (2) to provide a full listing of the installed equipment, as well as a functional description, available at the IMTC site; (3) to introduce the training materials, tutorials, and training program; and (4) to present the training sessions and Dry-run demonstration of the recently completed NIRR-1 operator training, with their experiences and lessons-learned included. This Book serves as a kind of user manual for the IMTC, which contains all of the information to launch training courses at the site at any time. The target audience for this Book is the MNSR community, especially MNSR operators and regulators who are facing HEU-LEU core conversion and HEU material transportation, who require operator training to carry out their jobs safely and professionally.

99 - GENERAL AND MISCELLANEOUS↗

DOE OSTI2016

Practice makes imperfect: Working memory training can harm recognition memory performance

There is a great deal of debate concerning the benefits of working memory (WM) training and whether that training can transfer to other tasks. Although a consistent finding is that WM training programs elicit a short-term near-transfer effect (i.e., improvement in WM skills), results are inconsistent when considering persistence of such improvement and far transfer effects. In this study, we compared three groups of participants: a group that received WM training, a group that received training on how to use a mental imagery memory strategy, and a control group that received no training. Although the WM training group improved on the trained task, their posttraining performance on nontrained WM tasks did not differ from that of the other two groups. In addition, although the imagery training group’s performance on a recognition memory task increased after training, the WM training group’s performance on the task decreased after training. Participants’ descriptions of the strategies they used to remember the studied items indicated that WM training may lead people to adopt memory strategies that are less effective for other types of memory tasks. Our results indicate that WM training may have unintended consequences for other types of memory performance.

59 BASIC BIOLOGICAL SCIENCES↗

DOE OSTI2022

Training a Quantum Annealing Based Restricted Boltzmann Machine on Cybersecurity Data

A restricted Boltzmann machine (RBM) is a generative model that could be used in effectively balancing a cybersecurity dataset because the synthetic data a RBM generates follows the probability distribution of the training data. RBM training can be performed using contrastive divergence (CD) and quantum annealing (QA). QA-based RBM training is fundamentally different from CD and requires samples from a quantum computer. We present a real-world application that uses a quantum computer. Specifically, we train a RBM using QA for cybersecurity applications. The D-Wave 2000Q has been used to implement QA. RBMs are trained on the ISCX data, which is a benchmark dataset for cybersecurity. For comparison, RBMs are also trained using CD. CD is a commonly used method for RBM training. Our analysis of the ISCX data shows that the dataset is imbalanced. We present two different schemes to balance the training dataset before feeding it to a classifier. The first scheme is based on the undersampling of benign instances. The imbalanced training dataset is divided into five sub-datasets that are trained separately. A majority voting is then performed to get the result. Our results show the majority vote increases the classification accuracy up from 90.24% to 95.68%, in the case of CD. For the case of QA, the classification accuracy increases from 74.14% to 80.04%. In the second scheme, a RBM is used to generate synthetic data to balance the training dataset. We show that both QA and CD-trained RBM can be used to generate useful synthetic data. Balanced training data is used to evaluate several classifiers. Among the classifiers investigated, K-Nearest Neighbor (KNN) and Neural Network (NN) perform better than other classifiers. They both show an accuracy of 93%. Our results show a proof-of-concept that a QA-based RBM can be trained on a 64-bit binary dataset. The illustrative example suggests the possibility to migrate many practical classification problems to QA-based techniques. Further, we show that synthetic data generated from a RBM can be used to balance the original dataset.

97 MATHEMATICS AND COMPUTING↗

NASA NTRS1990

A general-purpose development environment for intelligent computer-aided training systems

Space station training will be a major task, requiring the creation of large numbers of simulation-based training systems for crew, flight controllers, and ground-based support personnel. Given the long duration of space station missions and the large number of activities supported by the space station, the extension of space shuttle training methods to space station training may prove to be impractical. The application of artificial intelligence technology to simulation training can provide the ability to deliver individualized training to large numbers of personnel in a distributed workstation environment. The principal objective of this project is the creation of a software development environment which can be used to build intelligent training systems for procedural tasks associated with the operation of the space station. Current NASA Johnson Space Center projects and joint projects with other NASA operational centers will result in specific training systems for existing space shuttle crew, ground support personnel, and flight controller tasks. Concurrently with the creation of these systems, a general-purpose development environment for intelligent computer-aided training systems will be built. Such an environment would permit the rapid production, delivery, and evolution of training systems for space station crew, flight controllers, and other support personnel. The widespread use of such systems will serve to preserve task and training expertise, support the training of many personnel in a distributed manner, and ensure the uniformity and verifiability of training experiences. As a result, significant reductions in training costs can be realized while safety and the probability of mission success can be enhanced.

Savely, Robert T.↗

NASA NTRS2001

On-Board Training for US Payloads

The International Space Station (ISS) crew follows a training rotation schedule that puts them in the United States about every three months for a three-month training window. While in the US, the crew receives training on both ISS systems and payloads. Crew time is limited, and system training takes priority over payload training. For most flights, there is sufficient time to train all systems and payloads. As more payloads are flown, training time becomes a more precious resource. Less training time requires payload developers (PDs) to develop alternatives to traditional ground training. To ensure their payloads have sufficient training to achieve their scientific goals, some PDs have developed on-board trainers (OBTs). These OBTs are used to train the crew when no or limited ground time is available. These lessons are also available on-orbit to refresh the crew about their ground training, if it was available. There are many types of OBT media, such as on-board computer based training (OCBT), video/photo lessons, or hardware simulators. The On-Board Training Working Group (OBTWG) and Courseware Development Working Group (CDWG) are responsible for developing the requirements for the different types of media.

Murphy, Benjamin↗

NASA NTRS2016

Evidence Report: Risk of Performance Errors Due to Training Deficiencies

Substantial evidence supports the claim that inadequate training leads to performance errors. Barshi and Loukopoulos (2012) demonstrate that even a task as carefully developed and refined over many years as operating an aircraft can be significantly improved by a systematic analysis, followed by improved procedures and improved training (see also Loukopoulos, Dismukes, & Barshi, 2009a). Unfortunately, such a systematic analysis of training needs rarely occurs during the preliminary design phase, when modifications are most feasible. Training is often seen as a way to compensate for deficiencies in task and system design, which in turn increases the training load. As a result, task performance often suffers, and with it, the operators suffer and so does the mission. On the other hand, effective training can indeed compensate for such design deficiencies, and can even go beyond to compensate for failures of our imagination to anticipate all that might be needed when we send our crew members to go where no one else has gone before. Much of the research literature on training is motivated by current training practices aimed at current training needs. Although there is some experience with operations in extreme environments on Earth, there is no experience with long-duration space missions where crews must practice semi-autonomous operations, where ground support must accommodate significant communication delays, and where so little is known about the environment. Thus, we must develop robust methodologies and tools to prepare our crews for the unknown. The research necessary to support such an endeavor does not currently exist, but existing research does reveal general challenges that are relevant to long-duration, high-autonomy missions. The evidence presented here describes issues related to the risk of performance errors due to training deficiencies. Contributing factors regarding training deficiencies may pertain to organizational process and training programs for spaceflight, such as when training programs are inadequate or unavailable. Furthermore, failure to match between tasks on the one hand, and learning and memory abilities on the other hand is a contributing factor, especially when individuals' relative efficiency with which new information is acquired, and adjustments made in behavior or thinking, are inconsistent with mission demands. Thus, if training deficiencies are present, the likelihood of errors or of the inability to successfully complete a task increases. What's more, the overall risk to the crew, the vehicle, and the mission increases.

Barshi, Immanuel↗

NASA NTRS2017

The Effects of Long-Duration Spaceflight on Training Retention and Transfer

Training our crew members for long duration, exploration-class missions will have to maximize long-term retention and transfer of the trained skills. The expected duration of the missions, our inability to predict all the possible tasks the crew will be called upon to perform, and the low training-to-mission time ratio require that the training be maximally effective such that the skills acquired during training will be retained and will be transferrable across a wide range of specific tasks that are different from the particular tasks used during training. However, to be able to design training that can achieve these ambitious goals, we must first understand the ways in which long-duration spaceflight affects training retention and transfer. Current theories of training retention and transfer are largely based on experimental studies conducted at university laboratories using undergraduate students as participants. Furthermore, all such studies have been conducted on Earth. We do not know how well the results of these studies predict the performance of crew members. More specifically, we do not know how well the results of these studies predict the performance of crew members in space and especially during long-duration missions. To address this gap in our knowledge, the current on-going study seeks to test the null hypothesis that performance of university undergraduate students on Earth on training retention and transfer tests do in fact predict accurately the performance of crew members during long-duration spaceflights. To test this hypothesis, the study employs a single 16-month long experimental protocol with 3 different participant groups: undergraduate university students, crew members on the ground, and crew members in space. Results from this study will be presented upon its completion. This poster presents results of study trials of the two tasks used in this study: a data entry task and a mapping task. By researching established training principles, by examining future needs, and by using current practices in spaceflight training as test beds, this research project is mitigating program risks and generating templates and requirements to meet future training needs.

ISS↗

NASA NTRS2018

The Effects of Long-Duration Spaceflight on Training Retention and Transfer

training↗

DOE OSTI2019

Computationally Efficient Training of Deep Neural Networks via Transfer Learning

Transfer learning is a highly successful approach to train deep neural networks for customized image recognition tasks. Transfer learning leverages deep learning models that are previously trained on massive datasets and re-trains the network for a novel image recognition dataset. Typically, the advantage of transfer learning has been measured in sample efficiency, but instead, we investigate the computational efficiency of transfer learning. A good pre-trained model provides features that can be used as input to a new classifier (usually the top layers of a neural network). We show that if a good pre-trained model is selected, that training a new classifier can be much more computationally efficient than training a deep neural network without transfer learning. The first step in transfer learning is to select a pre-trained model to use as a feed-forward network for generating features. Here this selection process either uses human intuition/convenience or a methodical but computationally intensive validation loop. Instead, we would prefer a method to select the pre-trained model that will produce the best transfer results for the least amount of computation. To this end, we provide a computationally efficient metric for the fit between a pre-trained model and a novel image recognition task. The better the fit, the less computation will be needed to re-train the pre-trained model for the novel task. As machine learning becomes ubiquitous, highly-accurate trained models will proliferate and computationally efficient transfer learning methods will enable rapid development of new image recognition models.

97 MATHEMATICS AND COMPUTING↗