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NEW SMALL-VOLUME TYPE B PACKAGING and LANL PACKAGING USER COURSE
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Amanzi-ATS short course: Demo 1: Flow
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Good Practices for Remote Safeguards Courses' Assessment Activities
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DOE's Safety Analysis Report for Packages (SARP) Review Course: Development and Evolution
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A Smarter Course: Filling the Gap in Training Safeguards Experts
Paper supporting poster presentation for 2023 INMM/ESARDA Conference
STRUCTURAL ANALYSIS & TESTING OF RAM PACKAGES – COURSE OVERVIEW
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BRINGING NUMERICAL METHODS TO LIFE IN AN UNDERGRADUATE HEAT TRANSFER COURSE
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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.
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.
An Educational Program on Concentrated Solar Power and Heliostats for Power Generation and Industrial Processes
The objective of this project was to design and implement a comprehensive educational and applied research program in Concentrated Solar Thermal Power (CSTP) and heliostat technologies at Northeastern University. In alignment with the U.S. Department of Energy's Heliostat Consortium (HelioCon) goals, the project aimed to expand student and public understanding of CSTP systems while simultaneously contributing to workforce development and the broader decarbonization strategy. A particular emphasis was placed on integrating hands-on student design projects and publicly disseminating educational content relevant to CSTP systems. The project addressed a critical gap in renewable energy education: CSTP and heliostats, despite their importance in utility-scale solar energy, are rarely included in standard mechanical engineering programs. This project established new pathways for students to engage with the topic through the creation of a 4-credit graduate/senior elective course, development of five industry-facing short courses, and the inclusion of CSTP-based capstone design projects. Over two academic years, 36 students across six senior design teams developed and tested technologies such as deformable heliostats, beacon-based tracking systems, and solar-powered pyrolizers for biomass-to-biochar conversion. Concurrently, 30 undergraduate and graduate students were enrolled in the new academic course centered around CSTP principles. To ensure the relevance and accessibility of the short course content, the project team engaged with industry professionals, technical policy stakeholders, and potential course participants through structured surveys and informal consultations. Feedback from 28 respondents guided the structure, length, and delivery format of the courses - resulting in a modular design broken into five workshops. The feedback emphasized the need for flexible, asynchronous delivery and practical case studies, particularly in areas such as heliostat control, thermal storage, and solar fuel production. This engagement helped align the courses with the evolving knowledge demands of the renewable energy workforce and ensured that participants from both technical and policy backgrounds could meaningfully benefit from the material. The research and educational activities advanced the understanding of heliostat control systems, optical performance under misalignment, and thermal system integration in solar-driven pyrolysis applications. Methods and designs explored in this project proved to be both technically effective and economically feasible at the lab scale. Prototypes were constructed using commercially available components and custom-fabricated elements, demonstrating that meaningful performance improvements can be achieved with modest material and fabrication costs, supporting the feasibility of student-led research in this field. The public benefit of this project is twofold. First, it cultivates a pipeline of engineers trained to be familiar with CSTP principles, an essential workforce need identified by the Department of Energy for achieving its 2030 cost and deployment targets. Second, it contributes openly accessible educational materials, course content, and experimental frameworks to the broader community, enabling other institutions to adopt or adapt similar programming. Through outreach activities, curriculum integration, and technical exposure, this project contributes to a more informed and capable renewable energy workforce while supporting innovation in heliostat and CSTP system design. A new technical report is being prepared to document the development of the course and its outcomes, with plans to publish it in the ASME Open Access Journal of Engineering to ensure global accessibility, free of cost.
Cybersecurity Training Curriculum Analysis through the application of Machine Learning Text Classification and Natural Language Processing
In the domain of cybersecurity, there are a wide variety of education and training courses offered by a variety of training providers (commercial vendors, governmental, and academic institutions). Unfortunately, a comprehensive cross-provider mapping of the body of course offerings does not currently exist. Furthermore, although individual providers have made efforts, an accepted cross-provider mapping of education and training courses (or categories) to an accepted framework of work-roles by cybersecurity work-role and competency level has not yet been developed. The inability to compare training courses by topic or cybersecurity work-role and the level of difficulty (competency level) affects all organizations in identifying and selecting potential training opportunities for their personnel performing cybersecurity duties. In this work, we report on our application of Machine Learning (ML) Text Classification and Natural Language Processing (NLP) methodologies to begin to create a process to organize an accurate and thorough catalog of course offerings by work-role and competency level. Through the analysis of text-based course attributes (description, learning objectives, prerequisites, etc.) along with the text-based attributes for identified cybersecurity work-roles, our ML efforts examined methods to determine the work-role "best-fit" for each course as well as the competency level through action-verb text comparison.
Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education
The history and philosophy of science (HPS) plays a special role in education. An elective HPS course onthe philosophy of scientific experimentation for young scientists and graduate students of natural scienceis presented. The course bears a pragmatic character, and its main aims include the development of criticalthinking (CT), familiarization with philosophical problems in the relevant areas of knowledge, and thecultivation of a taste for reflective, critical analysis, both individual and group-based, which contributes todeeper understanding of the features of scientific practice in the context of modern complex groupcooperation. Students are offered a classical HPS program that included debates on the relationship betweenempiricism and rationalism, the role of Kant’s transcendental philosophy, modern topics associated withthe practical success of rationalism in the emergence of modern natural science, and the theory-ladennessof experimentation. Particular attention during the course is paid to the problems of megascience, theinclusion of which is justified by the specifics of the students’ engagement with science, technology,engineering, and mathematics (STEM). Emphasis is placed on the structure and typology of the collectivesubject in the modern educational process as well as in experimental practice. Lessons on the methodologyof expert text analysis (META), which are aimed at the development of critical thinking skills and thecreation of an interdisciplinary discussion space, are included in the course and relied on the example ofthe history and philosophy of high energy physics to motivate professional reflection. META classesincluded in the course prepare graduate students for teamwork in big science, proto-megascience, andmegascience. The course offers practical recommendations that could be applied to students’ own researchand could be useful for practitioners.
LANL Accident Analysis and Atmospheric Dispersion Modeling [Slides]
After completion of this course, the analyst will understand the differences between an unmitigated analysis and a mitigated analysis. After completion of this course, the analyst will know the key receptors that a radiological and hazardous chemical accident analysis must consider. After completion of this course, the analyst will understand how to calculate a radiological release source term and a toxic chemical release source term for various phenomenology. After completion of this course, the analyst will understand how to calculate a radiological and toxic chemical health insult to key receptors and compare to consequence thresholds. After completion of this course, the analyst will understand the role of atmospheric dispersion in radiological and toxic consequence calculations. After completion of this course, the analyst will understand atmospheric dispersion modeling and the inputs to and outputs from the MACCS/POSTMAX codes.
Grid-Ready Energy Analytics Training with Data (“GREAT with Data”)
GridEd is a collaborative educational initiative consisting of the Electric Power Research Institute (EPRI), 5 Partner Universities (Stony Brook University, The University of Texas at Austin, University of California – Riverside, Virginia Tech, Washington State University), and participating industry sponsors. This educational initiative focuses on developing and training the next generation of power engineers so they can help shape the electric grid of the future by anticipating and fulfilling the needs of changing electric industry requirements. GridEd is leveraging electric industry research to educate a future electric grid workforce by empowering new and continuing education students, not only to become competent and well-informed engineers, but also to participate and influence major technological, social, and policy decisions that address critical global challenges. GridEd’s activities are centered around four core pillars: Enhancement of university power systems engineering curricula; Professional development and training for a diverse electric industry workforce; Stimulating students to join the movement for the next generation of power engineers, and; Improve workforce development efforts in the electric utility industry. Major accomplishments over the course of the project were: Over 50 unique professional short courses were delivered by more than 30 instructors across the GridEd network; Over 3,600 unique learners, many who took multiple courses, received more than 27,000 professional development hours (PDH) and over 1,000 certificates of completion; Approximately 2,900 unique learners undertook a course that was offered LIVE online or in-person; Approximately 700 unique learners undertook a course that was offered as computer-based training (CBT); Over 35 unique university courses were delivered by more than 30 instructors to 1,500 university students across the GridEd network; One-hundred-and-fifty-seven (157) students were funded to completed 43 student projects in topics of power systems and data science, and; Six (6) Historically Black Colleges and Universities (HBCUs) recruited as Affiliate Universities via Utility Partners. The professional training initiative and workforce development activities launched by this project will be sustained through EPRI’s collaborative business model with industry. Stimulating students to join the power engineering workforce of the future and the enhancement of tertiary training may continue to need government support.
Chlamydomonas cells transition through distinct Fe nutrition stages within 48 h of transfer to Fe-free medium
Low iron (Fe) bioavailability can limit the biosynthesis of Fe-containing proteins, which are especially abundant in photosynthetic organisms, thus negatively affecting global primary productivity. Understanding cellular coping mechanisms under Fe limitation is therefore of great interest. We surveyed the temporal responses of Chlamydomonas (Chlamydomonas reinhardtii) cells transitioning from an Fe-rich to an Fe-free medium to document their short- and long-term adjustments. While slower growth, chlorosis and lower photosynthetic parameters are evident only after one or more days in Fe-free medium, the abundance of some transcripts, such as those for genes encoding transporters and enzymes involved in Fe assimilation, change within minutes, before changes in intracellular Fe content are noticeable, suggestive of a sensitive mechanism for sensing Fe. Promoter reporter constructs indicate a transcriptional component to this immediate primary response. With acetate provided as a source of reduced carbon, transcripts encoding respiratory components are maintained relative to transcripts encoding components of photosynthesis and tetrapyrrole biosynthesis, indicating metabolic prioritization of respiration over photosynthesis. In contrast to the loss of chlorophyll, carotenoid content is maintained under Fe limitation despite a decrease in the transcripts for carotenoid biosynthesis genes, indicating carotenoid stability. These changes occur more slowly, only after the intracellular Fe quota responds, indicating a phased response in Chlamydomonas, involving both primary and secondary responses during acclimation to poor Fe nutrition. Overall design: Sampling of Chlamydomonas CC-4532 cells cultivated photoheterotrophically (TAP) under Fe-starvation condition (0 uM Fe-EDTA). Samples were collected at multiple timepoints from biological duplicate cultures after washing in TAP medium lacking Fe. Two time courses were collected. A short time course with t=0 (pre-wash), 0 (post-wash), 5, 10, 15, 30, 60, 120, and 240 min. A long time course with t= 0, 0.5, 1, 2, 4, 8, 12, 24 and 48 hours. Please note that, for long time course, the GSE44611/PRJNA190650 samples were re-used/re-analyzed together with the short time course data: GSM1087792 C.reinhardtii_Fe_Long_0_hours SRX245324 SAMN01924672 GSM1087793 C.reinhardtii_Fe_Long_0.5_hours SRX245325 SAMN01924673 GSM1087794 C.reinhardtii_Fe_Long_1_hours SRX245326 SAMN01924674 GSM1087795 C.reinhardtii_Fe_Long_2_hours SRX245327 SAMN01924675 GSM1087796 C.reinhardtii_Fe_Long_4_hours SRX245328 SAMN01924676 GSM1087797 C.reinhardtii_Fe_Long_8_hours SRX245329 SAMN01924677 GSM1087798 C.reinhardtii_Fe_Long_12_hours SRX245330 SAMN01924678 GSM1087799 C.reinhardtii_Fe_Long_24_hours SRX245331 SAMN01924679 GSM1087800 C.reinhardtii_Fe_Long_48_hours SRX245332 SAMN01924680