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The aviation safety reporting system, an accident reporting system, is presented. The system identifies deficiencies and discrepancies and the data it provides are used for long term identification of problems. Data for planning and policy making are provided. The system offers training in safety education to pilots. Data and information are drawn from the available data bases.
Science education in this country is in its greatest period of ferment since the post-Sputnik frenzy a generation ago. In that earlier time, however, educators' emphasis was on producing more scientists and engineers. Today we recognize that all Americans need a good science background. The ability to observe, measure, think quantitatively, and reach logical conclusions based on available evidence is a set of skills that everyone entering the workforce needs to acquire if our country is to be competitive in a global economy. Moreover, as public policy increasingly crystallizes around scientific issues, it is critical that citizens be educated in science so that they may provide informed debate and on these issues. In order to develop this idea more fully, I proposed to teach a historically based course about space physics as an honors course at the University of Maryland-College Park (UMCP). The honors program at UMCP was established to foster broad-based undergraduate courses that utilize innovative teaching techniques to provide exemplary education to a select group of students. I designed an introductory course that would have four basic goals: to acquaint students with geomagnetic and auroral phenomena and their relationship to the space environment; to examine issues related to the history of science using the evolution of the field as an example; to develop familiarity with basic skills such as describing and interpreting observations, analyzing scientific papers, and communicating the results of their own research; and to provide some understanding of basic physics, especially those aspect that play a role in the near-earth space environment.
Producing "value-added students" involves proactively addressing how successfully students develop their skills, knowledge, and personal, social, and ethical growth due to their association with a program. NASA programs for higher education can certainly be responsive in aiding the academic community strive for quality in terms of "valueadded" students. By identifying essential characteristics of exemplary assessment practices, the standards developed by accrediting agencies serve as guides for developing quality practices and policies. Such a process is an effective tool for communicating the expectations of the educational components of a program to all concerned with the program and its expected results. When standards are connected to student performance, they provide a very compelling argument for refocusing the definition of quality in higher education. By linking standards and performance, student learning and development becomes the starting point for examining program quality. If the multiple stakeholders - faculty, peers, the professional community, addressed assessment issues, then accreditation can be a link among various constituencies, the parties can better understand the needs of each other and develop the necessary trust needed for understanding and support.
The progress accomplished in the first five months of the three-year grant period of Teaching, Learning, and Planetary Exploration is presented. The objectives of this project are to discover new education products and services based on space science, particularly planetary exploration. An Exploration in Education is the umbrella name for the education projects as they are seen by teachers and the interested public. As described in the proposal, our approach consists of: (1) increasing practical understanding of the potential role and capabilities of the research community to contribute to basic education using new discoveries; (2) developing an intellectual framework for these contributions by supplying criteria and templates for the teacher's stories; (3) attracting astronomers, engineers, and technical staff to the project and helping them form productive education partnerships for the future, (4) exploring relevant technologies and networks for authoring and communicating the teacher's stories; (5) enlisting the participation of potential user's of the teacher's stories in defining the products; (6) actually producing and delivering many educationally useful teacher's stories; and (7) reporting the pilot study results with critical evaluation. Technical progress was made by assembling our electronic publishing stations, designing electronic publications based on space science, and developing distribution approaches for electronic products. Progress was made addressing critical issues by developing policies and procedures for securing intellectual property rights and assembling a focus group of teachers to test our ideas and assure the quality of our products. The following useful materials are being produced: the TOPS report; three electronic 'PictureBooks'; one 'ElectronicArticle'; three 'ElectronicReports'; ten 'PrinterPosters'; and the 'FaxForum' with an initial complement of printed materials. We have coordinated with planetary scientists and astronomers both at the technical and policy level to assure the efficiency and ultimate utility of these efforts to derive educational benefits from the space science and exploration program as a whole.
A summary of research is presented. The broad objectives of this interdisciplinary research effort were: (1) to assess the role of satellite communications as a means of improving education in the United States, as well as in less-developed areas of the world; (2) to generate basic knowledge which will aid in making rational decisions about satellite application in the field of education in the years ahead; (3) to devise systems and strategies for improving education; and (4) to educate individuals who will be knowledgeable about aspects of satellite communications policy which transcend any single discipline.
An overview is given of modern solar physics. Topics covered include the solar interior, the solar surface, the solar atmosphere, the Large Earth-based Solar Telescope (LEST), the Orbiting Solar Laboratory, the High Energy Solar Physics mission, the Space Exploration Initiative, solar-terrestrial physics, and adaptive optics. Policy and related programmatic recommendations are given for university research and education, facilitating solar research, and integrated support for solar research.
This is a conference publication for an event designed to inform potential contractors and appropriate personnel in various scientific disciplines that the ERAST (Environmental Research Aircraft and Sensor Technology) vehicles have reached a certain level of maturity and are available to perform a variety of missions ranging from data gathering to telecommunications. There are multiple applications of the technology and a great many potential commercial and governmental markets. As high altitude platforms, the ERAST vehicles can gather data at higher resolution than satellites and can do so continuously, whereas satellites pass over a particular area only once each orbit. Formal addresses are given by Rich Christiansen, (Director of Programs, NASA Aerospace Technology Ent.), Larry Roeder, (Senior Policy Advisor, U.S. Dept. of State), and Dr. Marianne McCarthy, (DFRC Education Dept.). The Commercialization Workshop is chaired by Dale Tietz (President, New Vista International) and the Science Workshop is chaired by Steve Wegener, (Deputy Manager of NASA ERAST, NASA Ames Research Center.
This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.
During the Acquisition Life Cycle for a program, there are several opportunities for the system in design to be adjusted in accordance with its changing landscape as it is being shaped by evolving policy and organizational culture. Human Systems Integration is integral to identifying these opportunities of change as there are a set number of activities that may account for altered operational states, human performance deviations, and overall component engagement if HSI is enacted early enough in the life cycle. Some changes that occur in the operational environment may not be accounted for since the organizational culture and practices are not currently a part of the HSI focus. Likewise, policy changes themselves from a top-to-bottom analysis may not have the appearance of effecting human performance until having gone through a trail-and-error period. Workarounds to adjust for unforeseen policy affects become the system's solution that usually includes changes in the training and education of the operators, maintainers, and support personnel. A system full of workarounds and off-normal practices, that cause operators to disregard the purpose of the design, coupled with the false notion that these activities are proven for successful system operation, is the very definition of “an accident waiting to happen”. Unforeseen changes in policies and practices that cause new and unusual activities to successfully and keep the system running, should be considered latent factors that may cause a potential mishap, and not part of the resilience that humans provide to the successful operation of the system. This presentation will explore how latent factors may find their way into system operations and how they can be identified and addressed.
Effective and sustainable modernization of a nation’s geodetic framework relies on the ability of the relevant organizations and other stakeholders to communicate, integrate, and align both their strategic objectives and operational planning with the United Nations Committee of Experts on Global Geospatial Information Management (UN GGIM) Sub-Committee on Geodesy’s (SCoG) roadmap for a Global Geodetic Reference Frame (GGRF) for Sustainable Development. In addition, to implement geodetic modernization initiatives through multiple government agencies, a holistic country action plan (CAP) for geospatial information management must incorporate pertinent geodetic outcomes and outputs. Presently, the CAP framework and principles used by nations is the UN GGIM Integrated Geospatial Information Framework (IGIF). From engagement with geospatial and survey communities across emerging nations in the Asia Pacific region, it is evident more assistance and coordination is necessary to articulate, integrate and connect geodetic organizational strategies with the requirements of the GGRF roadmap; the strategic pathways of the IGIF; and resourcing for a meaningful and relevant multi-faceted CAP. One of the supporting mechanisms for such planning or preparation, which representatives of the International Federation of Surveyors (FIG) Asia Pacific Capacity Development Network (AP CDN) and the UN SCoG Education, Training and Capacity Building (ETCB) working group are considering, is a policy framework and guide for a “Geodetic and Positioning Thematic Layer” (GPTL). Essentially, this “thematic layer”, in terms of the GGRF and IGIF, aims to provide a comprehensive understanding of, and a toolbox for, the “why, what, how, and who” of geodesy and positioning. This discussion paper will provide background and insights for a GPTL dedicated to recognizing, and aligning the geodetic capacity development needs with broader geospatial information management issues and applications. The paper will also outline a rigorous, participatory, and inclusive consultation process for the design and development of a thematic layer. Furthermore, as the intention of the authors is to prepare a forthcoming “white paper” that will concisely describe the issues of a GPTL and initiatives for an appropriate guide and/or policy framework, this paper will seek feedback on: the potential scientific, social, environmental and political benefits of modernizing geodetic infrastructure and systems; the challenges associated with the GGRF roadmap; leveraging the geodesy-relevant elements of each IGIF strategic pathway; the importance of collaborative efforts; and the capacity development needs and resources in relation to governance, technology and people.
Efforts to address anthropogenic global climate change (AGCC) require public understanding of Earth and climate science. To meet this need, educational reforms and prominent scientists have called for instructional approaches that teach students how climate scientists examine AGCC. Yet, only a few educational studies have reported clear empirical results on what instructional approaches and climate education technologies best accomplish this goal. This manuscript presents detailed analysis and statistically significant results on the educational impact pre to post of students learning to use a National Aeronautics and Space Administration (NASA) global climate model (GCM). This series of case studies demonstrates that differing instructional approaches and climate education technologies result in differing levels of understanding of AGCC and ability to engage with policies addressing it. Students who learned the scientific process of climate modeling scored significantly higher pre to post on exams (quantitatively) and gained more complete conceptual understandings of the issue (qualitatively). Yet, teaching students to conduct research with complex technology can be difficult. This study also found lecture-based learning better improved recall of facts about GCMs tested by multiple-choice questions. Our findings indicate what educational systems and related technologies might provide the public with the conceptual understandings necessary to engage in the political debate over AGCC.
The 2003 Summer Session Program of the International Space University (ISU) was conducted at the ISU Central Campus in Strasbourg, France, July 5-September 6, 2003. Attending the Summer Session were 114 students from 27 countries including the US. The International Space University (ISU) offers its students a unique and comprehensive educational package covering all disciplines related to space programs and enterprises - space science, space engineering, systems engineering, space policy and law, business and management, and space and society. By providing international graduate students and young space professionals both an intensive interdisciplinary curriculum and also the opportunity to solve complex problems together in an intercultural environment, ISU is preparing the future leaders of the emerging global space community. Since its founding in 1988, ISU has graduated more than 2200 students from 87 countries. Together with hundreds of ISU faculty and lecturers from around the world, ISU alumni comprise an extremely effective network of space professionals and leaders that actively facilitates individual career growth, professional activities and international space cooperation. ISU's interdisciplinary Student Theme Days and Student Workshops are intended to have great educational value for the participants. Along with the interdisciplinary Core Lectures, they apprise the students of state-of-the-art activities, programs and policies in spacefaring nations. They also provide ISU students the opportunity to meet world experts in space-related subjects.
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.
The objective of the research is to derive an assessment of the potential climate change impacts on a global city - in this case the 31 county region that comprises the New York City metropolitan area. This study comprises one of the regional components that contribute to the ongoing U.S. National Assessment: The Potential Consequences of Climate Variability and Change and is an application of state-of-the-art climate change science to a set of linked sectoral assessment analyses for the Metro East Coast (MEC) region. We illustrate how three interacting elements of global cities react and respond to climate variability and change with a broad conceptual model. These elements include: people (e.g., socio- demographic conditions), place (e.g., physical systems), and pulse (e.g., decision-making and economic activities). The model assumes that a comprehensive assessment of potential climate change can be derived from examining the impacts within each of these elements and at their intersections. Thus, the assessment attempts to determine the within-element and the inter-element effects. Five interacting sector studies representing the three intersecting elements are evaluated. They include the Coastal Zone, Infrastructure, Water Supply, Public Health, and Institutional Decision-making. Each study assesses potential climate change impacts on the sector and on the intersecting elements, through the analysis of the following parts: 1. Current conditions of sector in the region; 2. Lessons and evidence derived from past climate variability; 3. Scenario predictions affecting sector; potential impacts of scenario predictions; 4. Knowledge/information gaps and critical issues including identification of additional research questions, effectiveness of modeling efforts, equity of impacts, potential non-local interactions, and policy recommendations; and 5. Identification of coping strategies - i.e., resilience building, mitigation strategies, new technologies, education that affects decision-making, and better preparedness for contingencies.
The results and conclusions of the six-year effort concerned with the development and implementation of a university educational program intended to prepare scientists and engineers for upper-level management and administrative positions (as distinct from senior technical positions) were presented. This interdisciplinary program is at the graduate level, leading to a Master of Arts degree, and is given within a Division of Public Administration.
The following section summarizes the impact of the Ohio Space Grant Consortium (OSGC) in Ohio and to NASA over the last four-year period (February 1, 2001 to April 30, 2005) and highlights the important accomplishments of the consortium. The strength of the OSGC network of universities, community colleges, government agencies, industry, and outreach affiliates is well-established and is growing. The OSGC Consortium Management Structure was designed and remains committed to using the talents and diversity of everyone within this collaborative network, and operational policies and procedures are such that all consortium members are active contributors resulting in quality OSGC programs in research, education and service, while receiving a relatively small amount of NASA funds. The number of quality activities, both on- and off-campus, and collaborations/partnerships that OSGC has established with NASA and government agencies, state and local government, educational institutions, and private industry, has been impressive. Further desired university affiliate expansion requires additional funds. Diversity is shown in the OSGC 12-member Executive Committee by the presence of three campus representatives from Central State University, Wilberforce University, and The Ohio State University (two underrepresented minority, one female). One additional female campus representative (Cleveland State University) is currently on sabbatical leave and a valuable alternate member attends. Other additional female and underrepresented minority members are on the larger OSGC Advisory committee. All committee members participate fully in all consortium management and policy decisions. The OSGC Executive Committee strives to achieve and communicate a culture of trust, respect, teamwork, open communication, creativity, and empowerment. These programs have shown results and impact by their visibility and importance to Ohio and to NASA, resulting in strategic alliances created throughout Ohio. These alliances have improved over the last 4 years.
Consideration is given to the hazards posed by existing and future man-made space debris to spacecraft operations. The components of the hazard are identified as those fragments resulting from spacecraft explosions and spent stages which can be tracked, those fragments which are too small to be tracked at their present distances, and future debris, which, if present trends in spacecraft design and operation continue, may lead to an unacceptably high probability of collision with operational spacecraft within a decade. It is argued that a coordinated effort must be undertaken by all space users to evaluate means of space debris control in order to allow for the future unrestricted use of near-earth space. A plan for immediate action to forestall the space debris problem by activities in the areas of education, debris monitoring and collection technology, space vehicle design, space operational procedures and practices and space policies and treaties is proposed.
This handbook prescribes policies and procedures relating to the award and administration of NASA research grants and cooperative agreements with educational institutions and other nonprofit organizations. The handbook is divided into six subparts: (1) general; (2) definitions; (3) the process; (4) provisions and special conditions; (5) administration; and (6) reports. The appendix includes a listing of exhibits.