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Plasma Sciences Expo provides an exhibition that focuses on interactive, hands-on informal science education for students at all levels, parents, teachers and the general public. DPP research students and scientists inform this audience of the wonders of science with a particular focus on fusion and plasma science. School groups attend 8:00 am to 2:00 pm and the public attends 6 to 8 pm.
Purpose: The aiming of this study was to extract liver structures for daily Cone beam CT (CBCT) images automatically. Methods: Datasets were collected from 50 intravenous contrast planning CT images, which were regarded as training dataset for probabilistic atlas and shape prior model construction. Firstly, probabilistic atlas and shape prior model based on sparse shape composition (SSC) were constructed by iterative deformable registration. Secondly, the artifacts and noise were removed from the daily CBCT image by an edge-preserving filtering using total variation with L1 norm (TV-L1). Furthermore, the initial liver region was obtained by registering the incoming CBCT image with the atlas utilizing edge-preserving deformable registration with multi-scale strategy, and then the initial liver region was converted to surface meshing which was registered with the shape model where the major variation of specific patient was modeled by sparse vectors. At the last stage, the shape and intensity information were incorporated into joint probabilistic model, and finally the liver structure was extracted by maximum a posteriori segmentation.Regarding the construction process, firstly the manually segmented contours were converted into meshes, and then arbitrary patient data was chosen as reference image to register with the rest of training datasets by deformable registration algorithm for constructing probabilistic atlas and prior shape model. To improve the efficiency of proposed method, the initial probabilistic atlas was used as reference image to register with other patient data for iterative construction for removing bias caused by arbitrary selection. Results: The experiment validated the accuracy of the segmentation results quantitatively by comparing with the manually ones. The volumetric overlap percentage between the automatically generated liver contours and the ground truth were on an average 88%–95% for CBCT images. Conclusion: The experiment demonstrated that liver structures of CBCT with artifacts can be extracted accurately for following adaptive radiation therapy. This work is supported by National Natural Science Foundation of China (No. 61201441), Research Fund for Excellent Young and Middle-aged Scientists of Shandong Province (No. BS2012DX038), Project of Shandong Province Higher Educational Science and Technology Program (No. J12LN23), Jinan youth science and technology star (No.20120109)
Purpose: The purpose of this research is studying tumor heterogeneity of the primary and lymphoma by using multi-scale texture analysis with PET-CT images, where the tumor heterogeneity is expressed by texture features. Methods: Datasets were collected from 12 lung cancer patients, and both of primary and lymphoma tumors were detected with all these patients. All patients underwent whole-body 18F-FDG PET/CT scan before treatment.The regions of interest (ROI) of primary and lymphoma tumor were contoured by experienced clinical doctors. Then the ROI of primary and lymphoma tumor is extracted automatically by using Matlab software. According to the geometry size of contour structure, the images of tumor are decomposed by multi-scale method.Wavelet transform was performed on ROI structures within images by L layers sampling, and then wavelet sub-bands which have the same size of the original image are obtained. The number of sub-bands is 3L+1.The gray level co-occurrence matrix (GLCM) is calculated within different sub-bands, thenenergy, inertia, correlation and gray in-homogeneity were extracted from GLCM.Finally, heterogeneity statistical analysis was studied for primary and lymphoma tumor using the texture features. Results: Energy, inertia, correlation and gray in-homogeneity are calculated with our experiments for heterogeneity statistical analysis.Energy for primary and lymphomatumor is equal with the same patient, while gray in-homogeneity and inertia of primaryare 2.59595±0.00855, 0.6439±0.0007 respectively. Gray in-homogeneity and inertia of lymphoma are 2.60115±0.00635, 0.64435±0.00055 respectively. The experiments showed that the volume of lymphoma is smaller than primary tumor, but thegray in-homogeneity and inertia were higher than primary tumor with the same patient, and the correlation with lymphoma tumors is zero, while the correlation with primary tumor isslightly strong. Conclusion: This studying showed that there were effective heterogeneity differences between primary and lymphoma tumor by multi-scale image texture analysis. This work is supported by National Natural Science Foundation of China (No. 61201441), Research Fund for Excellent Young and Middle-aged Scientists of Shandong Province (No. BS2012DX038), Project of Shandong Province Higher Educational Science and Technology Program (No. J12LN23), Jinan youth science and technology star (No.20120109)
Activities by NASA scientists and teachers focus on integrating Planetary Science activities with existing Earth science, math, and language arts curriculum. The wealth of activities that highlight missions and research pertaining to the exploring the solar system allows educators to choose activities that fit a particular concept or theme within their curriculum. Most of the activities use simple, inexpensive techniques that help students understand the how and why of what scientists are learning about comets, asteroids, meteorites, moons and planets. With these NASA developed activities students experience recent mission information about our solar system such as Mars geology and the search for life using Mars meteorites and robotic data. The Johnson Space Center ARES Education team has compiled a variety of NASA solar system activities to produce an annotated thematic outline useful to classroom educators and informal educators as they teach space science. An important aspect of the outline annotation is that it highlights appropriate science content information and key science and math concepts so educators can easily identify activities that will enhance curriculum development. The outline contains URLs for the activities and NASA educator guides as well as links to NASA mission science and technology. In the informal setting educators can use solar system exploration activities to reinforce learning in association with thematic displays, planetarium programs, youth group gatherings, or community events. Within formal education at the primary level some of the activities are appropriately designed to excite interest and arouse curiosity. Middle school educators will find activities that enhance thematic science and encourage students to think about the scientific process of investigation. Some of the activities offered are appropriate for the upper levels of high school and early college in that they require students to use and analyze data.
Scientific computing is a critical foundation of modern science. Without innovations in the field of computational science, the essential missions of the Department of Energy (DOE) would go unrealized. Taking a leadership role in such innovations is Idaho National Laboratory’s (INL’s) challenge and charge, and is central to INL’s ongoing success. Computing is an essential part of INL’s future. DOE science and technology missions rely firmly on computing capabilities in various forms. Modeling and simulation, fueled by innovations in computational science and validated through experiment, are a critical foundation of science and engineering. Big data analytics from an increasing number of widely varied sources is opening new windows of insight and discovery. Computing is a critical tool in education, science, engineering, and experiments. Advanced computing capabilities in the form of people, tools, computers, and facilities, will position INL competitively to deliver results and solutions on important national science and engineering challenges. A computing strategy must include much more than simply computers. The foundational enabling component of computing at many DOE national laboratories is the combination of a showcase like data center facility coupled with a very capable supercomputer. In addition, network connectivity, disk storage systems, and visualization hardware are critical and generally tightly coupled to the computer system and co located in the same facility. The existence of these resources in a single data center facility opens the doors to many opportunities that would not otherwise be possible.
The Consortium for Advancing Renewable Energy (CARET) is a research and education program which uses the theme of renewable energy to build a minority scientist pipeline. CARET is also a consortium of four universities and NASA Lewis Research Center working together to promote science education and research to minority students using the theme of renewable energy. The consortium membership includes the HBCUs (Historically Black Colleges and Universities), Fisk, Wilberforce and Central State Universities as well as Kent State University and NASA Lewis Research Center. The various stages of this pipeline provide participating students experiences with a different emphasis. Some emphasize building enthusiasm for the classroom study of science and technology while others emphasize the nature of research in these disciplines. Still others focus on relating a practical application to science and technology. And, of great importance to the success of the program are the interfaces between the various stages. Successfully managing these transitions is a requirement for producing trained scientists, engineers and technologists. Presentations describing the CARET program have been given at this year's HBCU Research Conference at the Ohio Aerospace Institute and as a seminar in the Solar Circle Seminar series of the Photovoltaic and Space Environments Branch at NASA Lewis Research Center. In this report, we will describe the many positive achievements toward the fulfillment of the goals and outcomes of our program. We will begin with a description of the interactions among the consortium members and end with a description of the activities of each of the member institutions .
During the past year the SEU Forum has made significant progress on a number of fronts: (1) the Forum has brought several large education projects close to completion; (2) we have greatly expanded our relationship with the SEU missions and programs; and (3) we have started a significant program to better involve space scientists in education and outreach activities. Among our accomplishments for the past year: (1) completed planning and design for Cosmic Questions, a national traveling exhibition on SEU themes; (2) launched the informal Science Education Resource Directory; (3) Coordinating with the SEU and Origins missions; and (4) promoted scientist-educator partnerships.
The Teacher Enhancement Institute (TEI) at NASA Langley Research Center was developed in response to Executive Order 12821 which mandates national laboratories to '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. Such programs, to the maximum extent possible, shall involve partnerships with universities, state and local elementary and secondary school authorities, corporations and community based organizations'. The faculty worked closely with one another and the invited speakers to insure that the sessions supported the objectives. Speakers were informed of the objectives and given guidance concerning form and function for the session. Faculty members monitored sessions to assist speakers and to provide a quality control function. Faculty provided feedback to speakers concerning general objective accomplishment. Participant comments were also provided when applicable. Post TEI surveys asked for specific comments about each TEI session. During the second of the two, two week institutes, daily critiques were provided to the participants for their reflection. This seemed to provide much improved feedback to speakers and faculty because the sessions were fresh in each participant's mind. Between sessions one and two, some changes were made to the program as a result of the formative evaluation process. Those changes, though, were minor in nature and comprised what may be called 'fine tuning' a well conceived and implemented program. After the objectives were written, an assessment instrument was developed to test the accomplishment of the objectives. This instrument was actually two surveys, one given before the TEI and one given after the TEI. In using such a series, it was expected that changes in the participants induced by attendance at TEI may be discovered. Because the institute was limited in time and depth of exposure, attitudinal changes (self-assessment of ability and confidence) were chosen to be surveyed. On the pre-survey, seven general categories of questions were asked. The post-survey repeated three of these categories, providing a pre and post evaluation of the same questions and added a fourth category which asked the participant to self-assess objective accomplishment. The assessment process for TEI was valuable when one looks at the final accomplishments of the TEI. A number of aspects stand out: (1) formative evaluation during project development allowed the goals and objectives to guide the development of the institute; (2) formative evaluation provided positive guidance to presenters in developing and implementing their session; (3) formative evaluation helped presenters to improve or focus their sessions; (4) summative evaluation provided managers a way to gauge the success of the institute; (5) summative evaluation provided a benchmark for future programs to be measured against.
The International Space Station (ISS) is a unique place – a convergence of science, technology and human innovation that demonstrates new technologies and makes research breakthroughs that cannot be accomplished on Earth. As an international laboratory for scientific research in microgravity, the space station’s international crew lives and works while traveling at a speed of about five miles per second as they make new discoveries in the disciplines of biology and biotechnology, Earth and space science, human research, physical science, educational activities, and technology development and demonstrations.
The Fermi Award is a Presidential award and is one of the oldest and most prestigious science and technology honors bestowed by the U.S. Government. On May 7, 2012 it was conferred upon two exceptional scientists: Dr. Mildred Dresselhaus, 'for her scientific leadership, her major contributions to science and energy policy, her selfless work in science education and the advancement of diversity in the scientific workplace, and her highly original and impactful research,' and Dr. Burton Richter, 'for the breadth of his influence in the multiple disciplines of accelerator physics and particle physics, his profound scientific discoveries, his visionary leadership as SLAC Director, his leadership of science, and his notable contributions in energy and public policy.' Dr. John Holder, Director of the White House Office of Science and Technology Policy, opened the ceremony, and Dr. Bill Brinkman, Director of DOE's Office of Science introduced the main speaker, Dr. Steven Chu, U.S. Energy Secretary.
The past year for the SEU Forum has been a highly productive one and has moved us forward on three major objectives: 1) Using the Einstein Centennial to involve the public in the Universe Exploration theme, with emphasis on exciting discoveries about dark energy, cosmology, and black holes; 2) Further implementing the recommendations of the Knappenberger Report, in order to strengthen the educational coherence of our collective activities and our collaborations within NASA; and 3) Developing strategic partnerships with underserved communities and other key customers. Among our activities for the past year are the following: 1) Serving the Informal Science Education Communities; 2) Serving the Formal Education (Pre-college) Community; and 3) Serving Minority and Underserved Communities. A summary of goals, plans and activities for the year 9/15/05 through 9/14/06 are also presented.
USRA's Division of Space Life Sciences (DSLS) was established in 1983 as the Division of Space Biomedicine to facilitate participation of the university community in biomedical research programs at the NASA Johnson Space Center (JSC). The DSLS is currently housed in the Center for Advanced Space Studies (CASS), sharing quarters with the Division of Educational Programs and the Lunar and Planetary Institute. The DSLS provides visiting scientists for the Johnson Space Center; organizes conferences, workshops, meetings, and seminars; and, through subcontracts with outside institutions, supports NASA-related research at more than 25 such entities. The DSLS has considerable experience providing visiting scientists, experts, and consultants to work in concert with NASA Life Sciences researchers to define research missions and goals and to perform a wide variety of research administration and program management tasks. The basic objectives of this contract have been to stimulate, encourage, and assist research and education in the NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad have been recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system.
Phase 3 of the School Science Comes Alive Program (S(sup 2)CAP) created an exciting, science - enrichment experience for third, fourth and fifth graders and their teachers and enhanced the science-teaching skills of teacher teams at each of four participating elementary schools on Virginia's Peninsula. The schools involved enroll a majority of Black students, many of whom are from economically disadvantaged households. Designed to build on the highly successful S(sup 2)CAP program of the preceding two years, this project brought college faculty together with classroom teachers and trained volunteers in a cooperative effort to make a lasting difference in the quality of science education at the four schools. In total, this program touched approximately 1000 the school children, more than half of whom are black, giving them direct and indirect exposure to the spirit of inquiry and adventure of the world-wide science community. In S(sup 2)CAP Phase 3, a large measure of responsibility was placed on the classroom teachers, thus creating a more sustainable partnership between college faculty and grade school teacher. Our college physics professors coached and supported teams of teachers from each school at intensive training workshops. A volunteer program provided each teacher with one or more trained volunteers to assist in class with the hands-on activities that have been central to the S2CAP program. Most of the equipment for these activities was constructed during the workshops by the teachers and volunteers from low cost materials provided by the program. Two types of volunteers were enlisted: science smart black college students and technically trained retirees (many of whom are ex-NASA employees). One goal of this program was to increase the numbers of minority students who see science as an interesting and exciting subject, to make the science period a time which students look forward to in the school day. Such an attitude is expected to translate naturally into a higher interest in science and engineering as a career for these students. A second goal was to create a sustainable improvement in the way science is taught at the elementary level. By the end of the program we expected that our teachers would be significantly more self reliant in using hands-on-activities as a part of their science curricula than they were prior to their involvement with S2CAP. In summary, S2CAP Phase 3 offered intensive training workshops for teachers and supporting volunteers followed by stimulating hands-on activities in the classroom for the children. These components combined to amplify the experience, enthusiasm, and ideas of our scientists in a way that complements the normal elementary school curriculum in each of the two school systems involved.
Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.
The US particle physics community planning exercise (a.k.a. “Snowmass”) is organized every 7 to 9 years to provide a forum for discussions among the entire particle physics community to develop a scientific vision for the future of particle physics in the U.S. and its international partners. The Snowmass'21 Accelerator Frontier activities include discussions on high-energy hadron and lepton colliders, high-intensity beams for neutrino research and for “Physics Beyond Colliders”, accelerator technologies, science, education and outreach as well as the progress of core accelerator technologies, including RF, magnets, targets and sources. Here we summarize the Snowmass'21 discussions on future HEP accelerator facilities.
In 1971 the NASA conceived the Skylab student project in an effort to involve the general public in the Skylab program. The primary aim of this project was to stimulate national interest in science and technology. NASA decided to direct the Skylab student project to those young people who have indicated an interest in science and technology and to foster this interest through direct participation in an ongoing program emphasizing as wide a spectrum of science and technology as possible. Skylab, with the opportunity it gives to provide experiments in areas of science and technology provided the ideal opportunity for such participation. In implementing this project, the National Science Teachers Association (NSTA), having an existing, closely associated contact with students, grades 9 through 12, in United States schools, was asked to sponsor, organize, and administer a national competition for high school students. This competition called for individual students (or groups of students) to develop meaningful experiments to be flown on Skylab. To facilitate the organization and administration of this program, the NSTA divided the participating students into their 12 geographical regions with a regional chairmen appointed to receive all proposals for his region. The regional chairmen then appointed a committee of eminent scientists, engineers, and science educators to evaluate each proposal. Some 80,000 applications were requested by teachers and 3409 proposals were submitted. Moreover, because of team proposals, over 4000 students participated and approximately 300 regional winners selected. Each participant received a certification of merit. The 300 winning regional proposals were transmitted to the NSTA headquarters where they were further screened. In March of 1972 twenty-five national winners and 22 special mentions were announced. The 25 winning students were then assigned science advisers at the George C. Marshall Space Flight center (MSFC), the center selected by NASA to be responsible for development of the student project. The Johnson Space Center (JSC) also provided science advisors and valuable support.
The US Department of Energy’s Oak Ridge National Laboratory (ORNL) is a leading institution in advanced materials, supercomputing, neutrons, and nuclear science. As a research laboratory managed by UT-Battelle, LLC for DOE, ORNL has national priorities in energy, security, and scientific discovery that necessitate facility improvements and expansions. DOE is also committed to environmental stewardship. The laboratory is located on the ~32,000-acre Oak Ridge Reservation (ORR), much of which is categorized as a National Environmental Research Park and a state Wildlife Management Area. DOE works with the Tennessee Wildlife Resources Agency (TWRA), Tennessee Department of Environment and Conservation (TDEC), US Fish and Wildlife Service (USFWS), US Department of Agriculture, and other agencies to serve as an effective steward of the ORR. Accordingly, project managers must conform to environmental regulations, agreements, and policies at the federal, state, and institutional levels. Per 40 CFR (Code of Federal Regulations) 1508.14, potential effects on research and science education on the National Environmental Research Park represent potential impacts of federal actions. Moreover, federal actions that affect the quantity and quality of hunting opportunities and deer reduction harvest on the Oak Ridge Wildlife Management Area must be considered whenever other aspects of the human environment (as defined by NEPA) are affected. The Spallation Neutron Source (SNS) is a premiere facility at ORNL that provides advanced capabilities in neutron scattering to promote new discoveries and research opportunities in material sciences, physics, chemistry, biological sciences, and others. A conceptual design for a Second Target Station (STS) has been in consideration for several years. The STS is intended to complement and enhance existing ORNL capabilities, notably research and exploration of complex materials. The proposed STS will involve development of existing natural areas on the ORR, which might contain sensitive resources that require mitigation or avoidance in accordance with existing policies and regulation. This report summarizes current knowledge of natural and cultural resources within the STS project area. At the time of this report, the proposed STS project consisted of an operations area comprising 55.4 acres (22.4 ha) and a total review area for potential construction comprising ~224 acres (90.6 ha). The review area is located primarily within forested natural areas of the ORR with minor development in the form of power-line rights-of-way and secondary/graveled roads (Figure 1). The primary goal was to evaluate potential effects on sensitive resources that might result from development of the STS. In addition to onthe-ground surveys during summer 2009 and fall 2019 to summer 2020 by ORNL Natural Resources Management Program and Aquatic Ecology Group staff, this report makes use of historical (pre-1995) and contemporary (1995 to present) data from additional confirmed sources (e.g., TDEC). Likewise, forest conditions were compiled primarily from a 2013 forest inventory effort for Forest Management Compartment 17 and supplemented with limited ground observations in 2019. The individuals who obtained and compiled the data that are presented here are familiar with and routinely assess sensitive resources on the ORR.
In 1980 Leon Lederman started Saturday Morning Physics with a handful of volunteer physicists, around 300 students and all the physics teachers who tagged along. Today Fermilab offers over 30 programs annually with help from 250 staff volunteers and 50 educators, and serves around 40,000 students and 2,500 teachers. Find out why we bother. Over the years we have learned to take advantage of opportunities and confront challenges to offer effective programs for teachers and students alike. We offer research experiences for secondary school teachers and high school students. We collaborate with educators to design and run programs that meet their needs and interests. Popular school programs include classroom presentations, experience-based field trips, and high school tours. Through our work in QuarkNet and I2U2, we make real particle physics data available to high school students in datadriven activities as well as masterclasses and e-Labs. Our professional development activities include a Teacher Resource Center and workshops where teachers participate in authentic learning experiences as their students would. We offer informal classes for kids and host events where children and adults enjoy the world of science. Our website hosts a wealth of online resources. Funded by the U.S. Department of Energy, the National Science Foundation and Fermilab Friends for Science Education, our programs reach out across Illinois, throughout the United States and even around the world. We will review the program portfolio and share comments from the volunteers and participants.