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All sourcesNASA NTRSDOE OSTI
DOE OSTI2022

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-On Criticality Safety Training

The U.S. Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has conducted two-week Nuclear Criticality Safety (NCS) Practitioner courses since 2011 to support the training and qualification of new NCS staff. The course was developed in accordance with the American National Standard Institute/American Nuclear Society (ANSI/ANS) standard for NCS training and qualifications (ANSI/ANS-8.26-2007). In 2013, an NCS Manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities. This course was revised in 2019 for Criticality Safety Officers (CSOs) based on an NCSP Criticality Safety Support Group tasking (2018-01). This course was piloted at the Nevada Field Office and the National Criticality Experiments Research Center (NCERC) in June 2021. These courses consist of the following training components: classroom education, facility training, and hands-on subcritical and critical experiments training. The two-week Practitioner course offers a week of classroom training, with practical workshops and exercises focused on teaching students how to perform an NCS evaluation. The second week of training involves hands-on critical and subcritical experiments and measurements. The first week is offered in Las Vegas, Nevada, at the DOE Nevada Field Office or the National Atomic Testing Museum. Depending on the student’s clearance level, the second week is offered at Sandia National Laboratory (SNL) (uncleared and L-cleared students) or at the National Criticality Experiments Research Center (Q-cleared students). The one-week Manager’s course is offered at SNL or NCERC, depending on clearance or interest, and includes classroom and hands- on critical and subcritical experiments and measurements. This paper provides an overview and status report for the DOE/NNSA NCSP training courses in NCS and to provide information about future course offerings. This paper discusses the challenges associated with executing the training courses during the COVID-19 pandemic. The 2-week Practitioner and 1-week manager courses are currently offered twice per year and adjustments are made based upon demand.

73 NUCLEAR PHYSICS AND RADIATION PHYSICS↗
DOE OSTI2022

Current Status of the DOE/NNSA Nuclear Criticality Safety Program Hands-On Criticality Safety Training [Abstract]

The U.S. Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has conducted two-week Nuclear Criticality Safety (NCS) Practitioner courses since 2011 to support the training and qualification of new NCS staff. The course was developed in accordance with the American National Standard Institute/American Nuclear Society (ANSI/ANS) standard for NCS training and qualifications (ANSI/ANS-8.26-2007). In 2013, an NCS Manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities. This course was revised in 2019 for Criticality Safety Officers (CSOs) based on an NCSP Criticality Safety Support Group tasking (2018-01). This course was piloted at the Nevada Field Office and the National Criticality Experiments Research Center (NCERC) in June 2021. These courses consist of the following training components: classroom education, facility training, and hands-on subcritical and critical experiments training. The two-week Practitioner course offers a week of classroom training, with practical workshops and exercises focused on teaching students how to perform an NCS evaluation. The second week of training involves hands-on critical and subcritical experiments and measurements. The first week is offered in Las Vegas, Nevada, at the DOE Nevada Field Office or the National Atomic Testing Museum. Depending on the student’s clearance level, the second week is offered at Sandia National Laboratory (SNL) (uncleared and L-cleared students) or at the National Criticality Experiments Research Center (Q-cleared students). The one-week Manager’s course is offered at SNL or NCERC, depending on clearance or interest, and includes classroom and hands-on critical and subcritical experiments and measurements. This paper provides an overview and status report for the DOE/NNSA NCSP training courses in NCS and to provide information about future course offerings. This paper will also discuss the challenges associated with executing the training courses during the COVID-19 pandemic. The 2-week Practitioner and 1-week manager courses are currently offered twice per year and adjustments are made based upon demand.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
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)↗
NASA NTRS1985

Reform of general education and vocational training in the U.S.S.R

School reform in the Soviet Union is now being carried out in accordance with programmatic directives of the June 1983 plenary session of the CPSU Central Committee. The draft reform was under study and discussion for several months by various groups within the Soviet Union with the participation of about 120 million people. Following the discussion of the draft reform, the basic guidelines for reform were approved by the plenary session of the CPSU Central Committee on April 10, 1984, and by the U.S.S.R. Supreme Soviet on April 12, 1984. The essence of the reform is to improve the quality of instruction (including an added year of compulsory education-from 10 to 11) and to teach young people a profession in addition to the required volume of knowledge and work skills.

Spearman, M. L.↗
NASA NTRS1994

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 43: The role of information resource training in aerospace education. Expanded version

Information resource instruction for undergraduate aerospace engineering students has traditionally been limited to an occasional part of the education process--a written paper required in the capstone design course or a library tour. Efforts to encourage the use of aerospace literature and information resources have been made in the past decade, with a recent push from information and, especially, networking technology. This paper presents data from a survey of U.S. aerospace engineering students regarding their instruction in the use of information resources. We find that more than 25 percent of the students surveyed had no instruction in technical communications skills or the use of information resources. We consider the need for instruction in the use of information resources and technical communications skills and the opportunities presented for improvement.

Lawrence, Barbara↗
DOE OSTI2022

Industrial Assessment Center for Energy Efficiency, Smart Manufacturing and Cyber Security of Illinois and Northwestern Indiana Small and Medium Sized Manufacturing Companies and Water Facilities (Final Technical Report)

The University of Illinois Chicago (UIC) established and implemented a U.S. Department of Energy (DOE) sponsored Industrial Assessment Center (IAC) from September 1, 2016 through December 31, 2021. The established UIC IAC focused on providing 1) technical assistance to small and medium-sized enterprises (SMEs) and water and wastewater facilities in Illinois and northwestern Indiana and 2) education and training university students developing the future energy workforce. The technical assessments incorporated energy efficiency, increasing productivity via smart manufacturing, energy management systems, enhancing on-site cyber security practices, and the promotion of DOE best practices and tools. The educational training enabled UIC faculty and staff to provide classroom education, exposure to industry research, multiple targeted training sessions, real world experience with industry professionals, and live training to implement professional grade audits and recommendations.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRSDate not supplied

GL4U: Bioinformatics training for students and educators using space omics data

NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. During the educator pilot, scheduled for June 2022, educators will receive materials and training to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative.

Amanda Marie Saravia-butler↗
NASA NTRSDate not supplied

GL4U: Bioinformatics Training for Students and Educators Using Space Omics Data

NASA’s GeneLab project provides researchers open access to space-relevant experiment multi-omics data that can be mined to understand the effects of spaceflight on biological systems. To maximize the number of scientists who understand and utilize GeneLab data and data processing pipelines, GeneLab has created GeneLab for Colleges and Universities (GL4U). GL4U provides space biology-relevant training in bioinformatics to the next generation of scientists through direct and indirect approaches. The GeneLab team plans to host two annual data processing bootcamps, one for college-level students (direct) and one for college educators (indirect – training of trainers), in which participants learn to analyze GeneLab’s space-relevant omics data. The GL4U direct training pilot program was conducted in June 2021. During the pilot, students participated in a week-long bootcamp consisting of space biology-specific lectures and hands-on instruction using Jupyter Notebooks to analyze RNA sequence data. This pilot demonstrated the capacity of GL4U for training young scientists and encouraging data re-use. During the educator pilot, scheduled for June 2022, educators will receive materials and training to enable them to run the bootcamp at their home institutions or alternatively to adapt the content to implement within existing courses, thereby extending the reach of this initiative.

Amanda Marie Saravia-butler↗
DOE OSTI2020

Evaluating Building Energy Code Compliance and Savings Potential through Large-Scale Simulation with Models Inferred by Field Data

Building energy code compliance is the crucial link between the actual energy savings and the efficiency prescribed in energy codes. A research project aiming to identify opportunities to reduce energy consumption in new single-family residential construction by increasing compliance with the building energy code was conducted in several states of the United States. The study was comprised of three phases: (1) a baseline study to document typical practice and identify opportunities for improvement based on empirical data gathered from the field; (2) an education and training phase targeting the opportunities identified; and (3) a post-study to assess whether a reduction in average state-wide energy use could be achieved following the education and training phase. We proposed a novel methodology based on large-scale building energy simulation inferred by limited field data to assess the performance of a large population of homes. This paper presents the methodology, findings, and results of this study. The state-wide average energy consumption decreased at Phase III from Phase I for five of the seven states involved in the analysis. The measure-level savings potential analysis shows an overall reduction. Overall, the training and education phase plays a recognizable role in improving compliance with building energy codes.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗
DOE OSTI2023

Proposed Subcritical Assembly for Nuclear Criticality Safety Training at the Oak Ridge National Laboratory

The design of a new subcritical assembly at Oak Ridge National Laboratory (ORNL) has been finalized. This design takes the feasibility study of the subcritical assembly performed in August 2020 to an implementable design. This subcritical assembly will support the Nuclear Criticality Safety Program (NCSP) training and education program. The addition of this subcritical assembly into the NCSP training and education will enhance the program by providing backup capacity for training if nuclear facility operations are disrupted at Sandia National Laboratories or the National Criticality Experiments Research Center; providing a new location that is more accessible to students in the Eastern portion of the United States; providing flexibility to support students from a diverse background (e.g., university students, foreign nationals). The proposed subcritical assembly uses legacy AGN-201M research reactor fuel plates that are available at the Y-12 National Security Complex. The final design of this subcritical assembly contains approximately 617 grams of 235 U as UO 2 powder distributed homogeneously in polyethylene. The fuel plates will have a graphite neutron reflector to obtain a core multiplication, M, from 10 to 20, corresponding to a $k_{eff}$ of 0.90 to 0.95, respectively. The subcritical assembly will be able to support at least four experiments for the training courses: (1) the addition of fissile material to the core (mass), (2) a core separation experiment (interaction), (3) the addition of moderators to the core (moderation), and (4) the addition of neutron absorbers to the core (poison/absorption). The subcritical assembly will be designed to be inherently safe—subcritical under all normal and abnormal conditions— and will provide the capability to conduct hands-on training to support NCSP and general nuclear criticality safety staff training and qualification goals.

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2020

The CYBER security – Competency Health and Maturity Progression (CYBER-CHAMP) model: Extending the National Initiative for Cybersecurity Education (NICE) Framework Across Organizational Security

Problem Statement: There is a pervasive talent deficit in the cybersecurity industry that prevents employers from being able to fill their open positions efficiently. A holistic approach to security is required to ensure organizations have adequate prevention and response capabilities in case of a cyberattack. Specifically, industrial control systems (ICS’s) and their operational technology (OT) components have become a constant target for cyberattacks. Research Questions: It is proposed that the NICE Framework should be extended in the following areas: 1) Include guidance regarding the job roles and competencies for both IT and OT professionals. 2) Offer step-by-step solutions, based on the work role mappings from the NICE Framework, to increase cybersecurity through employee training and education. 3) Provide a streamlined, lifecycle approach to building a cybersecurity program. Contribution: The CYBER security – Competency Health and Maturity Progression (CYBER-CHAMP©) model provides a customized solution for businesses to understand their education gaps in organizational security and target areas for improvement. Rationale: The Framework for Improving Critical Infrastructure Cybersecurity v1.1 addresses ICS but does not offer a measurement of cybersecurity maturity or clear methods to ascertain an organization’s current risk profile. In Phases 1 and 5 of the model, measurements are provided to help an organization build their current and target risk profiles. The NICE framework provides a structure for planning an IT cybersecurity workforce, but the OT aspects of cybersecurity are only briefly discussed. The model uses Phases 2-3 to examine the competencies of an organization’s workforce, which includes both IT and OT roles. Current frameworks do not offer next steps to increase an organization’s cybersecurity. During Phase 4, employees’ roles are mapped to training, education, and/or certifications from common vendors. Investigative Approach: The model provides measurements and metrics for both an organization’s status and continual improvement. This improvement methodology includes guidance for creating an overall strategic plan for security improvement via products designed to increase an organization’s operational readiness through workforce competency health. Lessons Learned: Depending on who was participating, there were contradicting answers given in Phase 1 due to different security cultures in the organization. This revelation has influenced the steps listed in the User’s Guide, where Phase 1’s first recommended step is to assemble a team that champions the facilitation and implementation of the model in the organization. During Phase 2, the discovery was made that organizations may be missing roles that are necessary to perform critical cybersecurity functions. By understanding the functional roles and competencies needed, they can contract or hire cybersecurity help to fill these gaps. Implications: Using the model, organizations can discuss quantitative measures for improvement as a business case for advancing their security program. Future research can validate and extend the present theory and model to a variety of environments. It is of interest to investigate additional security roles and knowledge domains that are used to build standardized cybersecurity curriculum.

97 MATHEMATICS AND COMPUTING↗
DOE OSTI2022

Expanding the Solar Workforce through the Illinois Community College System

The Illinois Green Economy Network (IGEN) is a consortium of all 39 Illinois community college districts working to grow the green economy in the state. The network aims to build capacity in sustainability and transform education by connecting business/industry and educators to resources, curating information and tools, cultivating partnerships, and advocating for change. Led by IGEN, the goal of the “Expanding the Solar Workforce through the Illinois Community College System” project was to create and sustain a comprehensive, statewide strategy that equips education and training providers, workers, businesses, and communities with resources and tools to prepare a solar workforce. A cohort of five Illinois community colleges participated in the program based on their capacity and interest, as well as their potential for and proximity to industry growth in the state: City Colleges of Chicago, John A. Logan College, Kankakee Community College, Lewis and Clark Community College, and Lincoln Land Community College. The project had three Objectives, 1) Address an unmet need by increasing the pool of skilled solar workers, 2) Keep pace with evolving needs of the solar workforce by improving programs to be more accessible and industry-driven, 3) Strengthen IGEN’s capacity as a statewide resource for solar education, training, and workforce initiatives. Overall, over 400 students were trained in solar installation practices, with over 40 businesses engaged. Additionally. the project spurred a number of innovations and the development of effective practices related to establishing and maintaining a solar installation program at a community college. This project sought to identify effective and scalable practices for developing a solar installation program which included the following components: enrolling students into aligned programs; developing curriculum and courses which meet industry needs; placing students in solar installation or related employment; and sustaining programming past grant funding. Through this project- IGEN was able to identify critical components of a solar installation program. Detailed further in this report these components describe 1) Necessary conditions for establishing a solar installation program, 2) Program structures use cases for different contexts, 3) Effective practices related to student pipeline development and program throughout. As a result of this project- all five participating community colleges have expressed support for continuing to offer solar installation training to their students. Additionally, three nonparticipating colleges in IGEN have expressed interest in adopting practice, courses, or curriculum developed through this program. IGEN has also committed to making the curriculum, course structure and other materials available on their website for accelerated adoption of effective practices both state and nationwide.

14 SOLAR ENERGY↗
NASA NTRS2012

Train Like an Astronaut Educational Outreach

In an effort to reduce the incidence of childhood obesity, the National Aeronautics and Space Administration (NASA), capitalizing on the theme of human spaceflight developed two educational outreach programs for children ages 8-12. To motivate young "fit explorers," the Train Like an Astronaut National (TLA) program and the Mission X: Train Like an Astronaut International Fitness Challenge (MX) were created. Based on the astronauts' physical training, these programs consist of activities developed by educators and experts in the areas of space life sciences and fitness. These Activities address components of physical fitness. The educational content hopes to promote students to pursue careers in science, technology, engineering, and math (STEM) fields. At the national level, in partnership with First Lady Michelle Obama's Let?s Move! Initiative, the TLA program consists of 10 physical and 2 educational activities. The program encourages families, schools, and communities to work collaboratively in order to reinforce in children and their families the importance of healthy lifestyle habits In contrast, the MX challenge is a cooperative outreach program involving numerous space agencies and other international partner institutions. During the six-week period, teams of students from around the world are challenged to improve their physical fitness and collectively accumulate points by completing 18 core activities. During the 2011 pilot year, a t otal of 137 teams and more than 4,000 students from 12 countries participated in the event. MX will be implemented within 24 countries during the 2012 challenge. It is projected that 7,000 children will "train like an astronaut".

Garcia, Yamil L.↗
NASA NTRS2010

Lunar and Meteorite Sample Education Disk Program - Space Rocks for Classrooms, Museums, Science Centers, and Libraries

NASA is eager for students and the public to experience lunar Apollo samples and meteorites first hand. Lunar rocks and soil, embedded in Lucite disks, are available for educators to use in their classrooms, museums, science centers, and public libraries for education activities and display. The sample education disks are valuable tools for engaging students in the exploration of the Solar System. Scientific research conducted on the Apollo rocks reveals the early history of our Earth-Moon system and meteorites reveal much of the history of the early solar system. The rocks help educators make the connections to this ancient history of our planet and solar system and the basic processes accretion, differentiation, impact and volcanism. With these samples, educators in museums, science centers, libraries, and classrooms can help students and the public understand the key questions pursued by many NASA planetary missions. The Office of the Curator at Johnson Space Center is in the process of reorganizing and renewing the Lunar and Meteorite Sample Education Disk Program to increase reach, security and accountability. The new program expands the reach of these exciting extraterrestrial rocks through increased access to training and educator borrowing. One of the expanded opportunities is that trained certified educators from science centers, museums, and libraries may now borrow the extraterrestrial rock samples. Previously the loan program was only open to classroom educators so the expansion will increase the public access to the samples and allow educators to make the critical connections to the exciting exploration missions taking place in our solar system. Each Lunar Disk contains three lunar rocks and three regolith soils embedded in Lucite. The anorthosite sample is a part of the magma ocean formed on the surface of Moon in the early melting period, the basalt is part of the extensive lunar mare lava flows, and the breccias sample is an important example of the violent impact history of the Moon. The disks also include two regolith soils and orange glass from a pyroclastic deposit. Each Meteorite Disk contains two ordinary chondrites, one carbonaceous chondrite, one iron, one stony iron, and one achondrite. These samples will help educators share the early history of the solar system with students and the public. Educators may borrow either lunar or meteorite disks and the accompanying education materials through the Johnson Space Center Curatorial Office. In trainings provided by the NASA Aerospace Education Services Program specialists, educators certified to borrow the disk learn about education resources, the proper use of the samples, and the special security for care and shipping of the disks. The Lunar and Meteorite Sample Education Disk Program will take NASA exploration to more people. Getting Space Rocks out to the public and inspiring the public about new space exploration is the focus of the NASA disk loan program.

Allen, Jaclyn↗
NASA NTRS1988

RICIS Symposium 1988

Integrated Environments for Large, Complex Systems is the theme for the RICIS symposium of 1988. Distinguished professionals from industry, government, and academia have been invited to participate and present their views and experiences regarding research, education, and future directions related to this topic. Within RICIS, more than half of the research being conducted is in the area of Computer Systems and Software Engineering. The focus of this research is on the software development life-cycle for large, complex, distributed systems. Within the education and training component of RICIS, the primary emphasis has been to provide education and training for software professionals.

Source record↗
NASA NTRS1993

Intelligent computer aided training systems in the real world: Making the technology accessible to the educational mainstream

Intelligent computer aided training systems hold great promise for the application of this technology to mainstream education and training. Yet, this technology, which holds such a vast potential impact for the future of education and training, has had little impact beyond the enclaves of government research labs. This is largely due to the inaccessibility of the technology to those individuals in whose hands it can have the greatest impact, teachers and educators. Simply throwing technology at an educator and expecting them to use it as an effective tool is not the answer. This paper provides a background into the use of technology as a training tool. MindLink, developed by HyperTech Systems, provides trainers with a powerful rule-based tool that can be integrated directly into a Windows application. By embedding expert systems technology it becomes more accessible and easier to master.

Kovarik, Madeline↗
NASA NTRS1972

Computer training, present and future.

The products of educational firms today lead toward a multimedia approach to the education and training of commercial programmers and systems analysts. Computer-assisted instruction or CAI is a relatively new medium to augment the other media. The government use of computers is discussed together with the importance of computer pretests. Pretests can aid in determining a person's ability to absorb a particular instructional level. The material presented in a number of computer courses is listed.

Smith, G. A.↗