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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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All sourcesNASA NTRSDOE OSTI
NASA NTRS1972

Technology for design of transport aircraft. Lecture notes for MIT courses: Seminar 1.61 freshman seminar in air transportation and graduate course 1.201, transportation systems analysis

The design parameters which determine cruise performance for a conventional subsonic jet transport are discussed. It is assumed that the aircraft burns climb fuel to reach cruising altitude and that aeronautical technology determines the ability to carry a given payload at cruising altitude. It is shown that different sizes of transport aircraft are needed to provide the cost optimal vehicle for different given payload-range objectives.

Simpson, R. W.↗
DOE OSTI2013

Wind Energy Workforce Development: Engineering, Science, & Technology

Broadly, this project involved the development and delivery of a new curriculum in wind energy engineering at the Pennsylvania State University; this includes enhancement of the Renewable Energy program at the Pennsylvania College of Technology. The new curricula at Penn State includes addition of wind energy-focused material in more than five existing courses in aerospace engineering, mechanical engineering, engineering science and mechanics and energy engineering, as well as three new online graduate courses. The online graduate courses represent a stand-alone Graduate Certificate in Wind Energy, and provide the core of a Wind Energy Option in an online intercollege professional Masters degree in Renewable Energy and Sustainability Systems. The Pennsylvania College of Technology erected a 10 kilowatt Xzeres wind turbine that is dedicated to educating the renewable energy workforce. The entire construction process was incorporated into the Renewable Energy A.A.S. degree program, the Building Science and Sustainable Design B.S. program, and other construction-related coursework throughout the School of Construction and Design Technologies. Follow-on outcomes include additional non-credit opportunities as well as secondary school career readiness events, community outreach activities, and public awareness postings.

17 WIND ENERGY↗
DOE OSTI2013

Transportation Electrification Education Partnership for Green Jobs and Sustainable Mobility

This collaborative educational project between the University of Michigan—Ann Arbor, University of Michigan—Dearborn and the Kettering University successfully executed almost all the elements we proposed to do. In the original proposal, we proposed to develop four graduate courses, six undergraduate courses, four professional short courses, a K-12 electric vehicle education kit, a Saturday morning seminar series, and a set of consumer education material to support the advancement of transportation electrification. The first four deliverables were all successfully developed and offered. When we held the kick-off meeting in NETL in Morgantown back in early 2010 with all the ten ARRA education teams, however, it quickly became clear that among the ten ARRA education grantee teams, our proposed “consume education” activities are not better or with the potential to create bigger impact than some of activities proposed in other teams. For example, the Odyssey 2010 event held by the West Virginia University team had planned and successfully reached to more than 230,000 attendees, which is way more than what our proposed 100k event could ever reach. It was under the suggestion of Joseph Quaranta, the ARRA education Program Director at that time, that we should coordinate and eliminate redundancy. The resources should then be focused on activities that have less overlap. Therefore, the originally proposed activities: Saturday morning seminar series, and a set of consumer education material were dropped from our scope. We expanded the scope of our “education kit” activity to include some educational materials, mainly in the form of videos. The target audience also changed from general public to K-12 students. The majority of the project cost (~70%) goes toward the establishment of three undergraduate laboratories, which provides critically needed hands-on learning experience for next-generation green mobility engineers. We are very proud that the ARRA money, which was distributed as part of the economy stimulus package back in 2009, was used to invest in laboratories which are already impacting the learning experience of our undergraduate and graduate students, and will continue to do so in the coming decades. The offering and enrollments of the ten undergraduate and graduate courses developed under the support of this educational grant is summarized in the table below. The grant was finalized in September 2009, and four new courses were developed and offered soon after in Winter 2010. The other six courses were developed thereafter. The total number of students who took these new courses over the duration of this grant is just over 1,000. In the first 2 years, under the DOE funding, the courses are offered more regularly. After that, the courses were considered together with other existing courses in the planning of teaching schedule and may not be offered each year. Almost all of the 10 courses have healthy enrollments and we do expect them to be offered continuously in the future. The graduate courses perhaps will be offered every 2-3 years, and the undergraduate courses most likely on a yearly basis.

33 ADVANCED PROPULSION SYSTEMS↗
NASA NTRS1998

Space Discovery: Teaching with Space. Evaluation: Summer, Fall 1998 Programs

This is the final report of the 1998 NASA-sponsored evaluation of the effectiveness of the United States Space Foundation's five-day Space Discovery Standard Graduate Course (Living and Working in Space), the five-day Space Discovery Advanced Graduate Course (Advanced Technology and Biomedical Research), the five-day introductory course Aviation and Space Basics all conducted during the summer of 1998, and the Teaching with Space two-day Inservice program. The purpose of the program is to motivate and equip K- 12 teachers to use proven student-attracting space and technology concepts to support standard curriculum. These programs support the America 2000 National Educational Goals, encouraging more students to stay in school, increase in competence, and have a better opportunity to be attracted to math and science. The 1998 research program continues the comprehensive evaluation begun in 1992, this year studying five summer five-day sessions and five Inservice programs offered during the Fall of 1998 in California, Colorado, New York, and Virginia. A comprehensive research design by Dr. Robert Ewell of Creative Solutions and Dr. Darwyn Linder of Arizona State University evaluated the effectiveness of various areas of the program and its applicability on diverse groups. Preliminary research methodology was a set of survey instruments administered after the courses, and another to be sent in April-4-5 months following the last inservice involved in this study. This year, we have departed from this evaluation design in two ways. First, the five-day programs used NASA's new EDCATS on-line system and associated survey rather than the Linder/Ewell instruments. The Inservice programs were evaluated using the previously developed survey adapted for Inservice programs. Second, we did not do a follow-on survey of the teachers after they had been in the field as we have done in the past. Therefore, this evaluation captures only the reactions of the teachers to the programs immediately after the instruction. Although EDCATS is designed for teachers to enter their data logged onto the appropriate internet web site, most surveys were completed on a printed copy and entered into the EDCATS system by USSF personnel. The Aviation and Space Basics class were taken to a computer lab where they responded to the survey on-line. Data from the Inservice surveys were manually entered into a computer spreadsheet program by US Space Foundation personnel and processed using the statistical program SPSS for Windows. The raw data and copy of the EDCATS survey for the five-day programs are in Appendix 1. The raw data and copy of the Inservice survey are in Appendix 2. Comments from both programs are in Appendices 3 and 4, respectively.

Ewell, Bob↗
NASA NTRS1985

Nastran's Application in Agricultural Engineering

Finite element analysis has been recognized as a valuable solution method by agricultural engineers. NASTRAN has been obtained by the Agricultural Engineering Department at the University of Georgia. The NASTRAN Thermal Analyzer has been used in the teaching program for an undergraduate course in heat transfer and will be used for a new graduate course in finite element analysis. The NASTRAN Thermal Analyzer has also been applied to several research problems in the Agricultural Engineering Department.

Vanwicklen, G. L.↗
DOE OSTI2013

Mechanism of Synthesis of Ultra-Long Single Wall Carbon Nanotubes in Arc Discharge Plasma

In this project fundamental issues related to synthesis of single wall carbon nanotubes (SWNTs), which is relationship between plasma parameters and SWNT characteristics were investigated. Given that among plasma-based techniques arc discharge stands out as very advantageous in several ways (fewer defects, high flexibility, longer lifetime) this techniques warrants attention from the plasma physics and plasma technology standpoint. Both experimental and theoretical investigations of the plasma and SWNTs synthesis were conducted. Experimental efforts focused on plasma diagnostics, measurements of nanostructures parameters, and nanoparticle characterization. Theoretical efforts focused to focus on multi-dimensional modeling of the arc discharge and single wall nanotube synthesis in arc plasmas. It was demonstrated in experiment and theoretically that controlling plasma parameters can affect nanostucture synthesis altering SWNT properties (length and diameter) and leading to synthesis of new structures such as a few-layer graphene. Among clearly identified parameters affecting synthesis are magnetic and electric fields. Knowledge of the plasma parameters and discharge characteristics is crucial for ability to control synthesis process by virtue of both magnetic and electric fields. New graduate course on plasma engineering was introduced into curriculum. 3 undergraduate students were attracted to the project and 3 graduate students (two are female) were involved in the project. Undergraduate student from Historically Black University was attracted and participated in the project during Summer 2010.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗
DOE OSTI2014

MO-E-18C-03: Incorporating Active Learning Into A Traditional Graduate Medical Physics Course

Purpose: To improve the ability of graduate students to learn medical physics concepts through the incorporation of active learning techniques. Methods: A traditional lecture-based radiological physics course was modified such that: (1) traditional (two-hour) lectures were provided online for students to watch prior to class, (2) a student was chosen randomly at the start of each class to give a two minute synopsis of the material and its relevance (two-minute drill), (3) lectures were significantly abbreviated and remaining classroom time used for group problem solving, and (4) videos of the abbreviated lectures were made available online for review. In the transition year, students were surveyed about the perceived effects of these changes on learning. Student performance was evaluated for 3 years prior to and 4 years after modification. Results: The survey tool used a five point scale from 1=Not True to 5=Very True. While nearly all students reviewed written materials prior to class (4.3±0.9), a minority watched the lectures (2.1±1.5). A larger number watched the abbreviated lectures for further clarification (3.6±1.6) and found it helpful in learning the content (4.2±1.0). Most felt that the two-minute drill helped them get more out of the lecture (3.9±0.8) and the problem solving contributed to their understanding of the content (4.1±0.8). However, no significant improvement in exam scores resulted from the modifications (mean scores well within 1 SD during study period). Conclusion: Students felt that active learning techniques improved their ability to learn the material in what is considered the most difficult course in the program. They valued the ability to review the abbreviated class lecture more than the opportunity to watch traditional lectures prior to class. While no significant changes in student performance were observed, aptitude variations across the student cohorts make it difficult to draw conclusions about the effectiveness of active learning.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
NASA NTRS2004

Collaborative Aerospace Research and Fellowship Program at NASA Glenn Research Center

During the summer of 2004, a 10-week activity for university faculty entitled the NASA-OAI Collaborative Aerospace Research and Fellowship Program (CFP) was conducted at the NASA Glenn Research Center in collaboration with the Ohio Aerospace Institute (OAI). This is a companion program to the highly successful NASA Faculty Fellowship Program and its predecessor, the NASA-ASEE Summer Faculty Fellowship Program that operated for 38 years at Glenn. The objectives of CFP parallel those of its companion, viz., (1) to further the professional knowledge of qualified engineering and science faculty,(2) to stimulate an exchange of ideas between teaching participants and employees of NASA, (3) to enrich and refresh the research and teaching activities of participants institutions, and (4) to contribute to the research objectives of Glenn. However, CFP, unlike the NASA program, permits faculty to be in residence for more than two summers and does not limit participation to United States citizens. Selected fellows spend 10 weeks at Glenn working on research problems in collaboration with NASA colleagues and participating in related activities of the NASA-ASEE program. This year's program began officially on June 1, 2004 and continued through August 7, 2004. Several fellows had program dates that differed from the official dates because university schedules vary and because some of the summer research projects warranted a time extension beyond the 10 weeks for satisfactory completion of the work. The stipend paid to the fellows was $1200 per week and a relocation allowance of $1000 was paid to those living outside a 50-mile radius of the Center. In post-program surveys from this and previous years, the faculty cited numerous instances where participation in the program has led to new courses, new research projects, new laboratory experiments, and grants from NASA to continue the work initiated during the summer. Many of the fellows mentioned amplifying material, both in undergraduate and graduate courses, on the basis of the summer s experience at Glenn. A number of 2004 fellows indicated that proposals to NASA will grow out of their summer research projects. In addition, some journal articles and NASA publications will result from this past summer s activities. Fellows from past summers continue to send reprints of articles that resulted from work initiated at Glenn. This report is intended primarily to summarize the research activities comprising the 2004 CFP Program at Glenn. Particular research studies include: 1) Development of an Imaging-Based, Computational Fluid Dynamics Tool to Assess Fluid Mechanics in Experimental Models that Simulate Blood Vessels; 2) Analysis of Nanomaterials Produced from Precursors; and 3) LEO Propagation Analysis Tool.

Heyward, Ann O.↗
NASA NTRS1999

NASA Aeronautics Multidisciplinary Analysis and Design Fellowship Program

This program began as a grant from NASA Headquarters, NGT-10025, which was in effect from 10/l/93 until 10/31/96. The remaining funding for this effort was transferred from NASA Headquarters to NASA Langley and a new grant NGT-1-52155 was issued covering the period II/l/96 to 5/15/99. This report serves as the final report of NGT-1-52155. For a number of years, Virginia Tech had been on the forefront of research in the area of multidisciplinary analysis and design. In June of 1994, faculty members from aerospace and ocean engineering, engineering science and mechanics, mechanical engineering, industrial engineering, mathematics and computer sciences, at Virginia Tech joined together to form the Multidisciplinary Analysis and Design (MAD) Center for Advanced Vehicles. The center was established with the single goal: to perform research that is relevant to the needs of the US industry and to foster collaboration between the university, government and industry. In October of 1994, the center was chosen by NASA headquarters as one of the five university centers to establish a fellowship program to develop a graduate program in multidisciplinary analysis and design. The fellowship program provides full stipend and tuition support for seven U. S. students per year during their graduate studies. The grant is currently being administered by the NMO Branch of NASA Langley. To advise us regarding the problems faced by the industry, an industrial advisory board has been formed consisting of representatives from industry as well as government laboratories. The present membership includes major aerospace companies: Aurora Flight Sciences, Boeing: Philadelphia, Boeing: Long Beach, Boeing: Seattle, Boeing: St. Louis, Cessna, Ford, General Electric, Hughes, Lockheed-Martin: Palo Alto, Northrop-Grumman, Sikorsky, smaller, aerospace software companies: Aerosoft, Phoenix Integration and Proteus Engineering, along with representatives from government agencies, including: NASA Ames, Langley and Lewis. The function of the advisory board is to channel information from its member companies to faculty members concerning problems that need research attention in the general area of multidisciplinary design optimization (MDO). The faculty and their graduate students make presentations to the board on their research. The board makes recommendations on the research and suggests new areas and problems which need attention. Many students participating in the program spend 3-6 months in industry working on their research projects. We are completing the fifth year of the fellowship program and have had four advisory board meetings in Blacksburg. Ten students have spent the three month periods in industry. In addition to the research element of the MAD Center efforts we also have an academic component. We have developed a menu of design-related graduate courses and two new courses: one in Aerospace Manufacturing and another in MDO. Some of the MAD Center activities are described on the world-wide web at http://www.aoe.vt.edu/mads.html The MAD Center represents an innovative approach for joint Industry-Government-University cooperation in the development of a comprehensive program in engineering education which addresses the design needs of industry. The following charts list detail of the grant: mission of the MAD center, faculty members, purpose of the advisory board, board members, summary of the graduate and undergraduate program, history of the fellowship program, mission of the fellowship program, requirements of MAD fellows, course requirements, students supported, advisory board participants, and MAD center research papers

Grossman, B.↗
NASA NTRS1996

The Chemistry of Early Self-Replicating Systems

The NASA Specialized Center of Research and Training (NSCORT) in Exobiology is a consortium of scientists at the University of California at San Diego (UCSD), The Salk Institute for Biological Studies (Salk) and The Scripps Research Institute (TSRI). All three institutions are located in close geographical proximity in La Jolla, California. The NSCORT/Exobiology is administered through the Scripps Institution of Oceanography. Since its inception in January 1992, the NSCORT in Exobiology has made major contributions with respect to the question of how life began on Earth. The Principal Investigators (PIs) and their associated Fellows have published numerous articles in peer reviewed journals on topics relevant to Exobiology. They have presented papers and sponsored symposia at several meetings of national and international scientific societies. A total of 30 undergraduate, 12 graduate and 15 postdoctoral Fellows have been supported by the NSCORT. The Fellows have met on their own at least once a month to discuss Exobiology topics and research progress. The NSCORT has arranged seminars and evening discussion meetings, and offered an undergraduate class on "Biochemical Evolution" as well as graduate courses dealing with topics in Exobiology. A visiting scientist program has allowed 11 scientists from the U.S. and 4 foreign countries to conduct cooperative research with the various PIs. An active outreach program has been initiated, which includes an Exobiology high school level teaching module and curriculum guide, and an elementary school level booklet about basic atomic structure and formation of the universe, Sun and Earth. A World Wide Web Homepage (http://www-chem.ucsd.edu/-nscort/ NSCORT.html) has been developed, which describes the NSCORT activities, research programs and Fellowship opportunities. The various activities of the NSCORT in Exobiology have received wide-spread coverage in both the scientific and public media. The major function of the NSCORT is the training of young scientists in the field of Exo- biology. Thus, the bulk of the $1,000,000 annual budget is used to support the research and training of undergraduate, graduate and post-doctoral Fellows who are selected on a competitive basis. About five Fellows at each level are supported each year. Our goal is to train scientists whose major research interest is Exobiology, but whose mastery in the classical fields of chemistry, biology and earth science is so strong that they outstanding candidates for either graduate school or academic tenure-track positions in departments at leading national and international Universities. Applicants for these Fellowships are solicited by advertisements in journals such as Science and Nature and in organizational newsletters such as the one published by the International Society for the Study of the Origin of Life (ISSOL), by contacting academic and NASA colleagues working in Exobiology or related fields and by recruiting students who have already been admitted into the various academic programs with which the PIs are affiliated.

Bada, Jeffrey L.↗
DOE OSTI2017

Fundamentals of Condensed Matter Physics Marvin L. Cohen and Steven G. Louie

This graduate level textbook on Condensed Matter Physics is written lucidly by two leading luminaries in this field. The volume draws its material from the graduate course in condensed matter physics that has been offered by the authors for several decades at the University of California, Berkeley. Cohen and Louie have done an admirable job of guiding the reader gradually from elementary concepts to advanced topics. The book is divided into four main parts that have four chapters each. Chapter 1 presents models of solids in terms of interacting atoms, which is appropriate for the ground state, and excitations to describe collective effects. Chapter 2 deals with the properties of electrons in crystalline materials. The authors introduce the Born-Oppenheimer approximation and then proceed to the periodic potential approximation. Chapter 3 discusses energy bands in materials and covers concepts from the free electron model to the tight binding model and periodic boundary conditions. Chapter 4 starts with fixed atomic cores and introduces lattice vibrations, phonons, and the concept of density of states. By the end of this part, the student should have a basic understanding of electrons and phonons in materials. Part II presents electron dynamics and the response of materials to external probes. Chapter 5 covers the effective Hamiltonian approximation and the motion of the electron under a perturbation, such as an external field. The discussion moves to many-electron interactions and the exchange-correlation energy in Chapter 6, the widely-used Density Functional Theory (DFT) in chapter 7, and the dielectric response function in Chapter 8. The next two parts of the book cover advanced topics. Part III begins with a discussion of the response of materials to photons in Chapter 9. Chapter 10 goes into the details of electron-phonon interactions in different materials and introduces the polaron. Chapter 11 presents electron dynamics in a magnetic field and Chapter 12 discusses electrical and thermal transport in materials. Part IV takes the reader further into many body effects, superconductivity, and nanoscale materials. The authors introduce Feynman diagrams and many-body perturbation theory in Chapter 13, theories of superconductivity in Chapter 14, magnetism in Chapter 15, and low dimensional systems in Chapter 16. The first two parts are required reading for the beginner planning to perform DFT calculations. The advanced student interested in conducting research in condensed matter physics will benefit from continuing on to the last two parts. There is a set of problems at the end of each part. The narrative is aided by equations and detailed figures. References at the end of the book direct the reader to relevant books and review articles for each chapter. The inside covers include a periodic table and a useful list of fundamental physical constants. The authors present the underlying mathematics elegantly, which makes the textbook quite readable for those with a good mathematical background. Students lacking a firm footing in math will find the terrain rough after Chapter 1. This field has seen many good undergraduate textbooks including those by Kittel and by Ashcroft and Mermin. This volume fills the need for a rigorous graduate level textbook, and is a required addition to the bookshelf of every condensed matter physicist. Cohen and Louie have brought refreshing clarity to a challenging subject and made it eminently accessible to the motivated student.

75 CONDENSED MATTER PHYSICS, SUPERCONDUCTIVITY AND↗
NASA NTRS1991

Using CLIPS as the cornerstone of a graduate expert systems course

The effective use of the C Language Integrated Production System (CLIPS) as a cornerstone in a graduate expert systems course is described. The course include 8 or 9 hours of in-depth lecturing in CLIPS, as well as a broad coverage of major topics and techniques in expert systems. As part of the requirements of the course, students solved two small yet non-trival problems in CLIPS before going on to develop a toy expert system in CLIPS in an incremental manner as the term project. Furthermore, students were required to evaluate CLIPS programs written by their classmates. An anonymous questionnaire at the end of the semester revealed that the students responded very favorably to the course, especially their experience with CLIPS.

Yue, Kwok-Bun↗
DOE OSTI2018

Caloric effects in ferroic materials

The fundamentals and applications of ferroic materials$-$ferromagnetic, ferroelectric, and ferroelastic$-$are common subjects discussed in just about every graduate course related to functional materials. Looking beyond today’s traditional uses, such as in permanent magnets, capacitors, and shape-memory alloys, there are worthwhile and interesting questions common to the caloric properties of these ferroic materials. Can ferroic materials be used in a cooling cycle? Why are these materials susceptible to external fields? Which combination of properties is required to make some of them suitable for efficient cooling and heat pumping? We address these questions in this introduction to ferroic cooling, which comprises magnetocaloric, electrocaloric, elastocaloric and barocaloric approaches and combinations thereof (i.e., multicalorics). These are addressed in greater detail in the articles in this issue.

36 MATERIALS SCIENCE↗
NASA NTRS1974

ERTS-A data as a teaching and research tool in the Department of Geology

The author has identified the following significant results. The project was an attempt to integrate ERTS-1 data into teaching introductory, specialized, and graduate courses in the Department of Geology, University of Alaska. This data was to be utilized principally through a specially selected, high quality collection of black and white, and color 9.5 mosaics of the State of Alaska. In completing these tasks, the data accumulated has proved highly useful in a variety of ways including: (1) discussions of the uses and availability of ERTS imagery; (2) as a medium for talking about and showing various areas of Alaska; (3) in discussing geology in general; and (4) as an aid in doing research and as possible research topics themselves. Use of ERTS-1 imagery in geology proved highly successful and its use is now an integral part of many courses.

Grybeck, D.↗
NASA NTRS1991

Computer aided reliability, availability, and safety modeling for fault-tolerant computer systems with commentary on the HARP program

Many of the most challenging reliability problems of our present decade involve complex distributed systems such as interconnected telephone switching computers, air traffic control centers, aircraft and space vehicles, and local area and wide area computer networks. In addition to the challenge of complexity, modern fault-tolerant computer systems require very high levels of reliability, e.g., avionic computers with MTTF goals of one billion hours. Most analysts find that it is too difficult to model such complex systems without computer aided design programs. In response to this need, NASA has developed a suite of computer aided reliability modeling programs beginning with CARE 3 and including a group of new programs such as: HARP, HARP-PC, Reliability Analysts Workbench (Combination of model solvers SURE, STEM, PAWS, and common front-end model ASSIST), and the Fault Tree Compiler. The HARP program is studied and how well the user can model systems using this program is investigated. One of the important objectives will be to study how user friendly this program is, e.g., how easy it is to model the system, provide the input information, and interpret the results. The experiences of the author and his graduate students who used HARP in two graduate courses are described. Some brief comparisons were made with the ARIES program which the students also used. Theoretical studies of the modeling techniques used in HARP are also included. Of course no answer can be any more accurate than the fidelity of the model, thus an Appendix is included which discusses modeling accuracy. A broad viewpoint is taken and all problems which occurred in the use of HARP are discussed. Such problems include: computer system problems, installation manual problems, user manual problems, program inconsistencies, program limitations, confusing notation, long run times, accuracy problems, etc.

Shooman, Martin L.↗
NASA NTRS1990

Improving the human factors of software with CLIPS

The use of CLIPS has transformed a conventional graduate course on the human factors of software. Previously, the class centered on lectures and discussions of a mix of ideas for improving the user-friendliness of software. By using CLIPS, the course can focus instead on teaching students to build three rule-based projects in CLIPS for improving the human factors of software. For the first project, students construct a friendly CLIPS front-end to existing software. For the second project students build a CLIPS expert system to help comply with user-interface guidelines. Alternatively, students may build an expert system to assist in detecting discrepancies between user-interfaces and guidelines. For the third project, students use CLIPS to implement a GOMS Model Methodology to assess the human performance impacts of given user-interfaces. Feedback on the projects from the students' colleagues and superiors in the workplace confirm the effectiveness of this CLIPS project-oriented approach to teaching the human factors of user-computer systems. Future refinements are described. Suggestions for those wishing to try this approach are outlined.

Nagy, Thomas J.↗
NASA NTRS1998

SEMS: System for Environmental Monitoring and Sustainability

The goal of this project was to establish a computational and data management system, SEMS, building on our existing system and MTPE-related research. We proposed that the new system would help support Washington University's efforts in environmental sustainability through use in: (a) Problem-based environmental curriculum for freshmen and sophomores funded by the Hewlett Foundation that integrates scientific, cultural, and policy perspectives to understand the dynamics of wetland degradation, deforestation, and desertification and that will develop policies for sustainable environments and economies; (b) Higher-level undergraduate and graduate courses focused on monitoring the environment and developing policies that will lead to sustainable environmental and economic conditions; and (c) Interdisciplinary research focused on the dynamics of the Missouri River system and development of policies that lead to sustainable environmental and economic floodplain conditions.

Arvidson, Raymond E.↗