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The PARETO training workshop is a two-hour, interactive experience intended to teach participants how to: install PARETO software, input data into PARETO; run PARETO optimization; model a variety of complex network scenarios; and analyze, interpret, and compare optimization results.
The natural tendency of virus to mutate and the under-sampling of the environment makes it difficult to become aware of the emergence of new viral strains with pandemic potential. Being able to predict what mutations make a virus more infective might allow to spot such strains with minimal sampling and potentially allow to predict/prevent the next pandemic. The team attempted to mimic natural viral mutations and recombination through computational and experimental methods producing a variety of mutants of a SARS-COV-2 protein (receptor binding domain, RBD, of spike protein) responsible for viral entry in mammalian cells. The library of mutants was then interrogated for ability and lack-there-of to interact with the host cell receptor ushering viral entry, Angiotensin-converting enzyme 2 (ACE2). The negative and positive data set is intended to “teach the rules” of virus-host receptor interaction. Additionally, the positive clones were used to screen a set of antibody mutants designed to widen the breadth of viral mutants recognition, to demonstrate that this kind of libraries could also be a tool to produce antibody therapeutics impervious to viral mutation, even before a pandemic strain is discovered.
Smart building technologies can improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both college curricula and building professionals’ continuing education, there is a lack of systematic instruction on smart building technologies. Slipstream, partnering with Texas A&M University (TAMU), the Society of Building Science Educators (SBSE), and the National Institute of Building Sciences (NIBS), developed a semester-long smart building curriculum for college students and 16 training videos for building professionals and the general public. The education and training cover the drivers and benefits of smart building technologies, key building energy systems, the latest sensor technologies and IoT devices, and focus on topics related to smart building controls (i.e., energy management information systems, smart building control platforms, cybersecurity, grid-interactive-efficient buildings [GEBs], smart building control methods, and occupant-centric control). The smart building curriculum for college students was taught at TAMU in the Spring semester of 2024 as part of the validation process. Student feedback was collected and summarized in a validation report by TAMU. The curriculum material was also reviewed by SBSE faculty who are interested in teaching smart building technology-related courses. Suggestions on revisions and better adoption of the materials by other faculty across the architectural, engineering, and construction (AEC) domains were compiled in a distinct validation report by SBSE. The SBSE validation report was used to create structured subsets of the curriculum material for adoption at different levels in different sub-disciplines. These subsets are categorized and offered on the SBSE website (https://www.sbse.org/courses/Smart-Building-Technologies). The 16 training videos for building professionals and the general public were previewed by 17 industry experts, and feedback and suggested changes were incorporated into the final version of these videos. The videos are organized into a smart building technology training course and published on the Whole Building Design Guide website (https://www.wbdg.org/ce/doe/bto/sbtt), which is hosted by the National Institute of Building Sciences (NIBS). Project team members created marketing materials to promote the awareness of these free, publicly available education and training resources. Outreach and marketing activities included creating short promotional videos, building project webpages, making project announcements on social media, conducting an email campaign, and directly reaching out to faculties and building professionals. This report describes the project approach, provides outlines of the training materials, along with links to resources, and identifies lessons learned in creating the content. We also suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies in the real world.
The research project is undertaken to better understand the changing relationship between the two basic methods of building energy code compliance – prescriptive and performance – and how those methods relate to each other with respect to advancements in building energy computer simulation standards and capabilities. The International Energy Efficiency Code (IECC) is a model code adopted by many jurisdictions across the United States. Historically, the prescriptive compliance methodology has been preferred in most jurisdictions. The prescriptive methodology requires meeting or exceeding specific efficiency minimums for each envelope component. This tends to be a simple method to teach and verify. A more involved prescriptive alternative called the Total UA alternative is sometimes used. This method requires some multiplication, summing, and comparison to compute, so it is done with a fairly simple computer program. However, advances in computer and building energy simulation technology have resulted in increased use of more detailed performance compliance methods. The performance compliance method establishes the annual energy cost threshold via hourly simulation models. The compliance threshold is determined with a comparison building model simulation with geometry similar to the proposed home and with energy feature parameters and efficiencies as specified in the IECC. This project examines relationships between the two methods of building energy code compliance, including: • Overall annual energy use based on utility bill analysis by compliance method • Code official work processes with respect to compliance methods • Gaps and issues associated with building code compliance methods • Simulated energy use difference between compliance methods • Code compliance cost as a function of compliance method • Code compliance labeling effectiveness for high performance residences • Getting to net zero energy use and net zero greenhouse gas emissions through high performance code alternatives • Electronic code permitting and compliance alternatives
This project aimed to create an immersive digital twin laboratory that incorporates advanced tracking and visualization capabilities. In collaboration with Fort Lewis College, NREL designed a state-of-the-art physical visualization laboratory, developed a software platform to enable interaction with tracked physical objects in the laboratory, and provided proof-of-concept curricula that included manipulating these tracked objects. The project was initiated to address the growing need for innovative educational tools in engineering education. As renewable energy systems, particularly solar installations, become more complex, there is a pressing need to bridge the gap between theoretical knowledge and practical application. Traditional methods of teaching solar engineering concepts often fall short of providing students with a comprehensive, hands-on understanding. This immersive digital twin laboratory was conceived to fill that gap by creating a safe, non-energized setting where students can interact with augmented solar installation objects, gaining valuable insights into system performance, design, and maintenance. The project utilized extended reality (XR) technologies, including head-mounted displays (HMDs) and a whole-room optical motion tracking system, to connect physical objects with their digital twins in real time. The laboratory was equipped with MagicLeap 2 HMDs, supported by a Vicon Vero 2.2 Optical Tracking System, which provided precise 6-degrees-of-freedom (6-DOF) tracking. We developed a software platform to manage the interaction between the tracked physical objects and their virtual counterparts, enabling real-time data synchronization, object recognition, and virtual overlays. We designed the system to be flexible and extendable, allowing for future integration of additional objects and curriculum. This research advances the field of engineering education by demonstrating the potential of immersive digital twin environments. The laboratory provides a dynamic learning space where students can experiment, collaborate, and learn without the risks associated with live experimentation. The ability to simulate and manipulate solar installation objects under various conditions has broad implications for workforce development, particularly in renewable energy. The project also highlights the economic feasibility of using XR technologies in educational settings, offering a cost-effective solution for institutions looking to enhance their curriculum. By fostering a deeper understanding of solar energy systems, this work contributes to the broader goal of supporting the global energy transition and preparing the next generation of engineers and technicians.
The Cyber-Informed Engineering (CIE) Curriculum Guide offers a comprehensive framework, guidance, and resources for integrating CIE into university-level engineering programs and related educational activities. The primary goal is to help educators adopt CIE principles into their teaching to produce future engineers and technicians who understand digital risks in modern engineered systems, thereby addressing the nation’s infrastructure resilience needs. This guide outlines practical integration examples, links to resources to accelerate CIE adoption, and shares insights from partner academic institutions on various implementation strategies. CIE is a framework for embedding engineered controls that mitigate the impact of cyber-attacks in any cyber-physical system used in critical energy infrastructure and other sectors. Developed by the U.S. Department of Energy’s Office of Cybersecurity, Energy Security, and Emergency Response (CESER), the National Cyber-Informed Engineering Strategy emphasizes embedding CIE into formal education, training, and credentialing. This guide supports this strategic objective by providing examples of integrating CIE concepts into engineering curricula, from class activities to new courses and certificate programs. The importance of educating cyber-informed engineers is underscored by the evolving cybersecurity threats facing engineered systems. As industrial control systems (ICS) increasingly incorporate digital technologies, the responsibility for security extends to both cyber professionals and engineers. CIE addresses critical gaps in designing and protecting physical systems with digital components against cyber risks, ensuring engineers consider digital risk throughout the engineering design lifecycle. Currently, engineering education does not routinely include cyber-informed principles, highlighting a gap in addressing modern engineering system risks. This guide advocates for updating engineering curricula to include digital risk management as a fundamental element. By doing so, future engineers will be equipped to design resilient systems that mitigate digital risks from the outset. Through this guide, engineering faculty can integrate CIE into their curricula, bridging the gap between digital risk and engineering. This approach prepares a cyber-informed workforce capable of safeguarding the cyber-physical systems crucial to national security and public welfare. By embedding CIE into education and training, institutions can produce engineers and technicians who can effectively mitigate cyber impacts throughout the engineering design lifecycle, resulting in more secure critical infrastructures.
The presentation is aimed to teach participants about achieving affordable energy through utility program design. Learning objectives include: identify key utility program characteristics that support affordability and consumer choice; apply best practices in outreach, eligibility, and evaluation to improve program design; and evaluate strategies for aligning program design with customer needs and regulatory goals.
Transitions into unusual electronic, optical, and magnetic states at the absolute zero of temperature display special properties that teach us about fundamental quantum mechanics and also underlie important technologies. These so-called quantum phase transitions intertwine the static and dynamical responses of the materials changing state. They are extremely sensitive to the effects of disorder and etch in high relief the role of quantum fluctuations. There are ample questions remaining about the character of such transitions and the nature of the competing quantum states. There are also opportunities to drive quantum materials out of equilibrium, with the possibility of new types of correlated and coherent order, and new ways to access the dynamical evolution of ground and excited states. We have investigated how the order develops in time and space, and the nature of the final configurations. We are able to compare and contrast classical and quantum excitations in our experimental system of choice, and thereby can trace the relative speed by which the system settles into its lowest-energy ground state. This comparison of quantum and classical annealing protocols lies at the heart of strategies for harnessing the power of quantum computers dedicated to optimization problems. A combination of magnetic susceptibility measurements at finite frequency where the magnetic spins are queried by an external ac field, dc magnetometry measurements that characterize the macroscopic strength of magnetic order and its resistance to change, noise measurements that reveal the microscopic fluctuations of the spins as they prepare to change state, and microwave spectroscopy to look at the response of both the electronic and nuclear degrees of freedom, have been performed as functions of temperature, magnetic field, frequency, excitation amplitude, magnetic spin concentration, and disorder. This combination of probes addresses issues of stability over time, overlap between spin states, the ability of the spins to respond independently or coherently, and the promise of control on the nanometer length scale. The research reported here provides insights into fundamental quantum physics. It also addresses the question of how best to use complex systems, such as magnetic solids, to stably process quantum information.
Historical experience in the High-Performance Computing community teaches us that as computing systems grow, the instance of failures goes from rare to a regular occurrence. A survey of the growth in the size and complexity of Data AcQuisition (DAQ) networks in High-Energy Physics (HEP) experiments reveals that these networks are scaling exponentially, trending to a point where automated fault handling should be considered over the current manual practice, especially given the rarity of data such as in DUNE's mission to observe core-collapse supernovae. We propose a general system, DiDAQt, which is designed to provide fault detection and handling in HEP DAQs specifically, through MPI-like primitives that allow it to be added easily to existing systems. We evaluate the scalability and response time of a prototype on the FABRIC national testbed, with results indicating sufficient scalability for current and near-future DAQs as well as practical response times (under 1 microsecond decision time).
scons-novice is a re-write of the Software Carpentry https://software-carpentry.org/ "make-novice" source material https://github.com/swcarpentry/make-novice used to create the webpage lesson plan "Automation and Make" http://swcarpentry.github.io/make-novice/ which is licensed as under the Creative Commons Attribution license (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/. scons-novice changes the lesson to teach SCons instead of Make.
Gamification has proven to be effective in engaging and encouraging people to work towards and achieve goals. Many students struggle to focus on schoolwork, due to a lack of interest, lack of understanding, or other factors unique to the student. Applying gamification elements to education can help engage these students in learning their course material and help them excel academically. This study examines the effectiveness of using gamification techniques to enhance the learning experience in college Computer Science courses. A video game application is utilized to review and reinforce cybersecurity concepts that students have already been taught in class. Previous work has been made on a prototype game build that teaches about ARP (Address Resolution Protocol) components. The focus of this study is to refine and develop the structure of the prototype into a more interactive and enjoyable format with non-competitive and captivating activities that allow students to study at their own pace. An updated version of the game was created that focused on reaching a balance between education and entertainment. The game was used by students enrolled in a cybersecurity class, where pre-survey, post-survey and a focus group interview were conducted to determine how effective the updated version is compared to the current build, in addition to how effective the gamification method is regarding student retention of taught material. The pre-survey and post-survey results revealed an increase in interest and mastery of cybersecurity concepts as a result of playing the game. Students found value in the game as both a method of reviewing material taught in class and an entertaining and engaging game. These results show potential in using gamification in cybersecurity and education.
Our goal is to teach a robot to walk in an energy efficient way. Inspired by nature [1], we create a reinforcement learning method that balances distance traveled and energy consumption, which we call “utility.” Further, each step is symmetric to ensure equal strides while walking straight. We achieve our goal by rewarding decisions that lead to the best utility over several training iterations.
Motivating k-12 students to pick a career in science, technology, engineering, and mathematics (STEM) is an effort that requires consistent attention. At different points in time, STEM educators need to pivot themselves and update educational materials to consistently motivate the next generation of k-12 students to enter into STEM careers. Once they enter undergraduate education, universities need to motivate their undergraduates students to consider graduate studies to ensure qualified human resources can be developed for research, and teaching. We present in this paper, our work on developing STEM materials for k-12 students targeting grid integration of hydrogen assets. This paper also presents our work on leveraging open source distribution system model, digital real time simulation tool to create projects for undergraduate students and motivate their interest in research topics, and enter into graduate level education.
The purpose of this research was to realize one of the advanced training work reduction opportunities first presented in the Idaho National Laboratory (INL) report, “Process for Significant Nuclear Work Function Innovation Based on Integrated Operations Concepts” (INL/EXT-21-64134) [1], with a nuclear power plant (NPP) research partner. Researchers modernized two trainings: (1) an accredited instructor-led training (ILT) overview course on Westinghouse DS 480-volt (V) circuit breakers to a multimedia-focused computer-based-training (CBT) learning module, and (2) an on-demand chaptered video on how to properly rack and un-rack a Westinghouse DS 480-V circuit breaker. These modernized work products were developed and implemented in a manner consistent with the industry guidelines found in Institution of Nuclear Power Operations (INPO) Teaching and Learning 23-001 [2]. Researchers calculated that the modernized accredited training course reduced the time necessary to prepare and deliver the training material by a factor of 8:1. The amount of time learners spend in class could be reduced by this same factor. In other words, if a course took 8 hours to deliver a class, the new CBT instruction would take just over 1 hour. The researchers noted that the requirement for any practicum training by the learners with the instructor(s) would remain in place. But through interviews with new and experienced learners, the researchers discovered that the confidence of these learners in performing the racking and un-racking of the circuit breaker improved as a result of using the new modernized CBT process. Additionally, the learners who tested the modernized work products enjoyed the modernized CBT and the learning video significantly more than current in-class learning methods. These are encouraging results for the nuclear industry, as this modernization of training can be applied to other classes and is scalable across the industry. In line with the Integrated Operations for Nuclear (ION) model, positive workload analysis supports the investment of resources in modernizing NPP training processes and infrastructure. Implementation of the advanced training technologies in this report is likely to result in substantive long-term workload benefits to instructors and learners and result in hard-dollar savings on contractor spends. Additionally, investment in these modernized training processes will result in improved learner proficiency. The results of this research can be applied to additional operator, technical, and general training topics to provide additional workload and learning benefits in addition to what was explored.
Smart building technologies are resources that improve building energy efficiency and resilience, reduce carbon emissions, and provide load flexibility to the grid. However, in both academic curricula and building professionals’ continuing education, there is a lack of systematic instruction on methods to integrate multiple energy systems including distributed energy resources (DER), smart building technologies, AI (Artificial Intelligence) tools and key concepts, components, and controls, including “Internet of Things” (IoT) devices. In today’s dynamic workforce, this major gap in smart building technology education prevents stakeholders from being able to attract talent with an understanding and preparation to adopt smart building technologies in building design and operations. A federally funded project included a partnership between Slipstream and Texas A&M University (TAMU) to develop a semester-long smart building curriculum for engineering college students with the ability to adapt the contents for workforce development of professionals in building services. The final product consists of 16 training videos adapted for building professionals and the public. The educational content and training materials cover the benefits of building energy systems, the latest sensor technologies and IoT devices, all with a focus on smart building technologies. The key drivers are on topics related to smart building controls (i.e., energy management information systems), smart building control platforms, cybersecurity, grid-interactive-efficient buildings (GEBs), smart building control methods, and occupant-centric control. Although not explicitly included the technologies nod to the need for AI driven technologies to prepare engineers and industry professionals to be future ready. This paper describes the project approach, provides outlines of the training materials, and identifies lessons learned in creating the content for this course. The authors suggest ways to scale the instruction of smart building concepts to empower the workforce to accelerate the adoption of smart building technologies and AI-based teaching and learning in higher education and building sector.
Particle physicists study unfamiliar forms of matter – matter that hasn’t commonly existed in the cosmos since fractions of a second after the universe began. It has allowed scientists to dive down into an ever-decreasing set of size scales, from molecules, to atoms, to protons and neutrons, and even to quarks. The world of quarks can be a confusing one, but over the past couple decades, it has gotten even more complicated. Using powerful particle accelerators researchers have begun to create and study a truly new form of matter, one in which quarks are combined in unusual ways and one which will teach us some interesting new things about the strong nuclear force.
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ABSTRACT Objective This study aimed to evaluate the reliability and validity of the Binge Eating Disorder Screener‐7 (BEDS‐7) across 42 countries and 26 languages, assessing its reliability and validity as a screening tool for binge‐eating disorder (BED) in diverse cultural contexts. Specifically, it sought to enhance early recognition of BED symptoms in primary care settings globally, contributing to a standardized framework for assessing BED. Method The International Sex Survey, a cross‐sectional online study, was conducted in 42 countries and 26 languages. A diverse community sample of 82,243 participants, aged 18 years or older, completed the BEDS‐7 and measures of sexuality, mental health, substance use, and sociodemographic characteristics. Confirmatory factor analyses and tests of measurement invariance were employed to evaluate the reliability and validity of the BEDS‐7 across languages, countries, genders, and sexual orientations. Results The BEDS‐7 demonstrated scalar factorial invariance across languages and countries, indicating consistent factor loadings and item intercepts. In contrast, the screener showed residual invariance across gender and sexual orientation groups, supporting its robustness across these demographics. Kruskal–Wallis tests revealed significant differences in BED symptoms across languages, countries, genders, and sexual orientations, with the highest BED scores observed among queer, pansexual, and gender‐diverse individuals. The BEDS‐7 also demonstrated adequate reliability (Cronbach's alpha > 0.80) and moderate criterion validity. Discussion The findings provide further evidence of the reliability and validity of the BEDS‐7 as a potential screening tool for identifying probable cases of BED globally, facilitating early intervention in primary care settings.