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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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At least 19 records
All sourcesNASA NTRSDOE OSTI
NASA NTRS1981

The problems inherent in teaching technical writing and report writing to native Americans

Teaching technical writing to Native Americans contending with a second language and culture is addressed. Learning difficulties arising from differences between native and acquired language and cultural systems are examined. Compartmentalized teaching, which presents the ideals of technical writing in minimal units, and skills development are considered. Rhetorical problems treated include logic of arrangement, selection of support and scope of detail, and time and space. Specific problems selected include the concept of promptness, the contextualization of purpose, interpersonal relationships, wordiness, mixture of registers, and the problem of abstracting. Four inductive procedures for students having writing and perception problems are included. Four sample exercises and a bibliography of 13 references are also included.

Zukowski/faust, J.↗
DOE OSTI2023

Multi-Sector Solar Career Training for Native Americans and Veterans

The “Multi-Sector Solar Career Training for Native Americans and Veterans” program (DE-EE0008575; Blue Lake Rancheria Tribe, with GRID Alternatives), was a job training and capacity-building project for Native American people and tribal communities. The project adds to understanding by identifying potential solutions to barriers that individuals and tribes may face as they seek to build 1) individual skillsets as solar technicians, and 2) staff capacity to develop solar energy projects.

14 SOLAR ENERGY↗
DOE OSTI2020

Celebrating Native American Heritage Month: Area’s earliest inhabitants become valuable part of Lab workforce

By the time the then-secret laboratory was established in Los Alamos in 1943, the nearby pueblos we know today were well-established communities. To complete its wartime mission to build the world’s first nuclear weapons, the Laboratory needed many workers for all aspects of the project. As such, many Native Americans were hired to work at the Lab in various roles, such as technicians, researchers, machinists, and support staff. By the end of the Manhattan Project in 1945, shortly after the end of World War II, many friendships had been forged between employees from the pueblos and other workers at Los Alamos. This was evidenced by gatherings, such as a post-war celebration at the San Ildefonso Pueblo, as well as individual relationships between Lab staff and pueblo residents. Meanwhile, pueblo residents remained on as valuable members of the post-war Lab staff with additional workers hired as well. In honor of November’s Native American Heritage Month, staff at the National Security Research Center are taking a look back to LANL’s early workforce and the contributions -- both to our mission and our cultural enrichment -- made by Native Americans.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗
DOE OSTI2020

A Standard Operating Procedure for the Inadvertent Discovery of Native American Human Remains and Associated Funerary Objects, Sacred Objects, or Objects of Cultural Patrimony at Los Alamos National Laboratory

Los Alamos National Laboratory (LANL or Laboratory) is one of several national laboratories that support the mission of the United States Department of Energy (DOE), National Nuclear Security Administration (NNSA), Los Alamos Field Office (Field Office). It is located in Los Alamos and Santa Fe Counties, New Mexico. LANL occupies approximately 40 square miles of land owned by the U.S. Government and under the administrative control of DOE/NNSA. Cultural resources management at LANL is the responsibility of the Field Office’s Cultural Resources Program Manager, with the assistance and facilitation of the LANL Environmental Stewardship Group (ES) Cultural Resources Programs (archaeology and historic buildings), which are part of the LANL Environmental Protection and Compliance (EPC) Division. LANL, which is primarily located on the Pajarito Plateau, is extremely rich in cultural resources. Nearly 2,000 archaeological sites have been recorded at LANL, based on the systematic archaeological survey of ~90% of LANL lands. Most of the known sites (~ 85%) date from the Ancestral Pueblo Late Coalition and Classic Periods of around AD 1150 to 1600. The remaining sites date to the Archaic Period (ca. 5500 BC to 600 AD), the Late Developmental and Early Coalition Periods (ca. 900 to 1200), and the Homestead Period (ca. 1890 to 1942).

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
DOE OSTI2023

Centering Energy and Environmental Justice in the Buildings Energy Sector

We face incredible challenges for decarbonizing our economy and raising the standard of living for all members of our society at the same time. Historical energy efficiency efforts have been effective in making small steps, but they fall far short of the massive changes we need to make, and they completely miss helping communities of disadvantage (e.g. low-income, African American, Hispanic American, Native American and tribal nations, etc). Business as usual efforts do not take the time to connect with and understand the challenges of these historical underinvested communities and therefore have not been effective at helping these communities. The Biden Harris Administration has set ambitious goals for decarbonization of our economy that include a requirement that 40% of efforts support energy and environmental justice communities. If we are to meet our decarbonization goals, it is imperative that we change our approach to research, development, and deployment of new technologies. The Department of Energy has set energy justice as a priority and is working with the national laboratories to change our approaches. This paper starts with definitions of what we mean by energy and environmental justice and how they apply to building technologies and deployment efforts. We provide several examples of how historical efforts have succeeded and how they have failed to account for challenges of communities of disadvantage. We identify market and technology barriers to decarbonization and energy efficiency for specific technologies and how these barriers are exacerbated for disadvantaged communities. From these examples, we propose a new framework for integrating energy and environmental justice into all aspects of technology development, deployment, and policy efforts within the building energy sector.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRS2012

Maynard Participation in Alaska Forum on the Environment Panel Discussion on Increasing Input to the US National Climate Assessment (NCA) and the Intergovernmental Panel on Climate Change (IPCC) Processes from Alaska, with Emphasis on Indigenous Peoples Issues

Dr. Nancy Maynard was invited by the Alaska Forum on the Environment to participate in a Panel Discussion to discuss (1) background about what the US NCA and International IPCC assessments are, (2) the impact the assessments have on policy-making, (3) the process for participation in both assessments, (4) how we can increase participation by Indigenous Peoples such as Native Americans and Alaska Natives, (5) How we can increase historical and current impacts input from Native communities through stories, oral history, "grey" literature, etc. The session will be chaired by Dr. Bull Bennett, a cochair of the US NCA's chapter on "Native and Tribal Lands and Resources" and Dr. Maynard is the other co-chair of that chapter and they will discuss the latest activities under the NCA process relevant to Native Americans and Alaska Natives. Dr. Maynard is also a Lead Author of the "Polar Regions" chapter of the IPCC WG2 (5th Assessment) and she will describes some of the latest approaches by the IPCC to entrain more Indigenous peoples into the IPCC process.

Maynard, Nancy G.↗
NASA NTRS1998

NAESA Augmentation Pilot Project

This project was one project within the Native American Earth and Space Academy (NAESA). NAESA is a national initiative comprised of several organizations that support programs which focus on 1) enhancing the technological, scientific and pedagogical skills of K-14 teachers who instruct Native Americans, 2) enhancing the understanding and applications of science, technology, and engineering of college-bound Native Americans and teaching them general college "survival skills" (e.g., test taking, time management, study habits), 3) enhancing the scientific and pedagogical skills of the faculty of tribally-controllcd colleges and community colleges with large Native American enrollments, and 4) strengthening the critical relationships between students, their parents, tribal elders, and their communities. This Augmentation Pilot Project focused on the areas of community-school alliances and intemet technology use in teaching and learning and daily living addressing five major objectives.

Hoover, John J.↗
NASA NTRS2003

Aerospace Workforce Development: The Nebraska Proposal; and Native View Connections: A Multi-Consortium Workforce Development Proposal

The NASA Nebraska Space Grant Consortium (NSGC) continues to recognize the necessity of increasing the quantity and quality of highly skilled graduates and faculty involved with NASA. Through NASA Workforce Development funds awarded in 2002, NSGC spearheaded customer- focused workforce training and higher education, industry and community partnerships that are significantly impacting the state s workforce in the science, technology, engineering, and mathematics (STEM) competencies. NSGC proposes to build upon these accomplishments to meet the steadily increasing demand for STEM skills and to safeguard minority representation in these disciplines. A wide range of workforce development activities target NASA s need to establish stronger connections among higher education, industry, and community organizations. Participation in the National Student Satellite Program (NSSP), Community Internship Program, and Nebraska Science and Technology Recruitment Fair will extend the pipeline of employees benefiting NASA as well as Nebraska. The diversity component of this proposal catapults from the exceptional reputation NSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 6 years, NSGC has fostered and sustained partnerships with the 2 tribal colleges and 4 reservation school districts in Nebraska to foster aeronautics education and outreach. This program, the Nebraska Native American Outreach Program (NNAOP), has grown to incorporate more than educational institutions and is now a partnership among tribal community leaders, academia, tribal schools, and industry. The content focus has broadened from aeronautics in the school systems to aerospace technology and earth science applications in tribal community decision-making and workforce training on the reservations. To date, participants include faculty and staff at 4 Nebraska tribal schools, 2 tribal colleges, approximately 1,000 Native American youth, and over 1,200 community members. This Native American Initiative of the NSGC addresses Nebraska workforce development and serves as a model to others. Following a structured evaluation process, NSGC proposes to sustain delivery of the training funded by NASA in 2002 to tribal entities through partnerships linking academic programs and industry leaders.

Bowen, Brent D.↗
DOE OSTI2022

Shifting from Fossil Fuel Reliance to Green Energy Sovereignty: Ute Mountain Ute Tribe

Self-determination has been an on-going effort for Native American people and gained much traction with the passing of The Energy Policy Act of 2005, which included the Indian Tribal Energy Development and Self-Determination Act. Congress passed this act to assist Native American tribes and Alaska Native villages with planning, development, and assistance to achieve their energy goals. The Ute Mountain Ute Tribe (UMUT) has relied on oil and natural gas for economic support the last 70 years. Burning fossil fuels, along with oil and gas development, decreases the quality of air and leads to increased greenhouse gas emissions. Subsequently, the burning of fossil fuels to produce energy is now more costly than many renewable energy sources, including solar photovoltaic (PV) systems. Environmental stewardship, along with the need to maintain revenue generation, has led UMUT’s efforts to achieve energy self-determinism employing PV and exploring other technology. In the past, the tribe completed a 1 megawatt PV project near Towaoc, Colorado, which serves as a case study on the tribe’s energy goals: a future where renewables will dominate their energy landscape. This paper explores UMUT’s past and on-going efforts toward energy independence and how it relates to the broader landscape of Native American energy sovereignty.

29 ENERGY PLANNING, POLICY, AND ECONOMY↗
NASA NTRS2004

Nebraska NativeGEM (Geospatial Extension Model)

This proposal, Nebraska NativeGEM (Geospatial Extension Model) features a unique diversity component stemming from the exceptional reputation NNSGC has built by delivering geospatial science experiences to Nebraska s Native Americans. For 7 years, NNSGC has partner4 with the 2 tribal colleges and 4 reservation school districts in Nebraska to form the Nebraska Native American Outreach Program (NNAOP), a partnership among tribal community leaders, academia, tribal schools, and industry reaching close to 1,OOO Native American youth, over 1,200 community members (Lehrer & Zendajas, 2001).NativeGEM addresses all three key components of Cooperative State Research, Education, and Extension Service (CSREES) goals for advancing decision support, education, and workforce development through the GES. The existing long term commitments that the NNSGC and the GES have in these areas allow for the pursuit of a broad range of activities. NativeGEM builds upon these existing successful programs and collaborations. Outcomes and metrics for each proposed project are detailed in the Approach section of this document.

Bowen, Brent↗
NASA NTRS2002

SHARP {Summer High School Apprenticeship Research Program}

The Year 2002 was another successful year for SHARP. Even after 22 years of SHARP, the Program continues to grow. There were 12 NASA Field Installations with a total of 210 apprentices who participated in the summer 2002 Program supported by 215 mentors in the fields of science and engineering. The apprentices were chosen from a pool of 1,379 applicants. This was a record year for applications exceeding the previous year by over 60%. For the second consecutive year, the number of female participants exceeded the number of males with 53% female and 47% male participants in the program. The main thrust of our recruiting efforts is still focused on underrepresented populations; especially African American, Hispanic, and Native American. At the conclusion of the summer program, most SHARP Apprentices indicated on the EDCATS that they would be interested in pursuing careers in Aerospace (56.2%) while the second largest career choice was a job at NASA (45.7%). The smallest number (11.9%) were interested in careers in the government. The table of responses is listed in the Appendix. Once again this year we were fortunate in that the SHARP COTR, Ms. Deborah Glasco, gained the support of MURED funding sources at NASA to fully fund additional apprentices and boost the number of apprentices to 210.

Glasco, Deborah↗
NASA NTRS1997

American Indian Education Opportunities Program

Activities of the American Indian Educational Opportunities Program (AIEOP) at Hampton University for this reporting period included the establishment of a student chapter of the American Indian Science & Engineering Society (AISES), a move to new office space, hosting events on campus for visiting students from the American Indian Education Program of Oxon Hill, Maryland and Onondaga Community College in Syracuse, New York, collaboration with the Multicultural Leadership Team at NASA Langley Research Center for a Native American elder to serve as a speaker, participation in Native American conferences and other events, and continuing efforts to recruit and retain American Indian students.

Molin, Paulette F.↗
DOE OSTI2024

RNA-seq and metabolomic analyses of beneficial plant phenol biochemical pathways in red alder

Red alder ( Alnus rubra ) has highly desirable wood, dye pigment, and (traditional) medicinal properties which have been capitalized on for thousands of years, including by Pacific West Coast Native Americans. A rapidly growing tree species native to North American western coastal and riparian regions, it undergoes symbiosis with actinobacterium Frankia via their nitrogen-fixing root nodules. Red alder’s desirable properties are, however, largely attributed to its bioactive plant phenol metabolites, including for plant defense, for its attractive wood and bark coloration, and various beneficial medicinal properties. Integrated transcriptome and metabolome data analyses were carried out using buds, leaves, stems, roots, and root nodules from greenhouse grown red alder saplings with samples collected during different time-points (Spring, Summer, and Fall) of the growing season. Pollen and catkins were collected from field grown mature trees. Overall plant phenol biochemical pathways operative in red alder were determined, with a particular emphasis on potentially identifying candidates for the long unknown gateway entry points to the proanthocyanidin (PA) and ellagitannin metabolic classes, as well as in gaining better understanding of the biochemical basis of diarylheptanoid formation, i.e. that help define red alder’s varied medicinal uses, and its extensive wood and dye usage.

59 BASIC BIOLOGICAL SCIENCES↗
NASA NTRS1997

An Undergraduate Intern Program at PACES

The University of Texas at El Paso (UTEP) established the Pan American Center for Earth and Environmental Studies (PACES) in 1995 to conduct basic and applied research that contributes to NASA's Mission to Planet Earth. Specifically, PACES provides a repository of remote sensing and other information that supports investigations into an improved understanding of geological, ecological and environmental processes occurring in the southwestern United States and Northern Mexico. Approximately 85% of UTEP's students come from El Paso County, a fast growing urban region representative of many large cities in the Southwest that have, or will soon have, a majority of their population composed of groups currently underrepresented in the scientific and technical workforce. UTEP's student population has an ethnic distribution (63% Hispanic, 32% Anglo, 3% African American, 1.5 % Asian American, and less than 1% Native American) that closely matches the demographics of the region it serves. Thus, UTEP has a mission to serve a multicultural population where minority students comprise the majority. Most Hispanic students at UTEP are primarily of Mexican origin. A large number are first or second-generation U.S. citizens. Characteristics that unite Hispanic students, in particular those of Mexican-origin, are a strong sense of family loyalty and a belief that all family members are responsible for contributing to the economic stability and well-being of the family. Most of their families are larger in number than the national average, and a variety of generations live together or share considerable resources. Thus, many young people feel an obligation and a desire to go to work at a young age and to continue working while in college, thereby assisting their parents and other family members. Older siblings understand that they have responsibilities to do household chores, to aid their younger siblings economically, and to assist elderly family members. This "work ethic" within the context of family responsisilities is often viewed as being as important as higher education aspirations by both parents and university students. As a consequence, much effort at UTEP has been placed in recent years upon creating opportunities for students to earn income while working on campus as undergraduate research assistants on research projects related to their majors. Work assignments of this sort serve to promote retention efforts, to introduce students with the possibility of graduate study and to develop students professionally. Also, the involvement of students in group-oriented research projects at UTEP which require frequent oral and written reports has been proven beneficial at promoting communication skills of students. Because an estimated 60% of UTEP's students are first-generation college students, many are often uncertain graduate education.

Starks, Scott A.↗
NASA NTRS1999

A Tribute to National Aeronautics and Space Administration Minority Astronauts: Past and Present

The National Aeronautics and Space Administration (NASA) has been selecting astronauts since 1959. The first group was called the "Mercury Seven." These seven men were chosen because of their performance as military officers and test pilots, their character, their intelligence, and their guts. Six of these seven flew in the Mercury capsule. Several additional groups were chosen between 1959 and 1978. It was an exciting period in the American space program. Many of these astronauts participated in the Gemini and Apollo programs, traveled and walked on the Moon, docked with the Russians during the Apollo-Soyuz Test Project, and occupied America's first space station, the Skylab. With the onset of the Space Shuttle, a new era began. The astronauts selected in 19 78 broke the traditional mold. For the first time, minorities and women became part of America's astronaut corps. Since then, eight additional groups have been selected, with an increasing mix of African American, Hispanic, Latino, Asian/Pacific Islander, and Native American men and women. These astronauts will continue the American space program into the new millennium by continuing flights on the Space Shuttle and participating in the construction and occupancy of the International Space Station. These astronauts, and those who will be chosen in the future, will lead America and its partners to future voyages beyond the influence of Earth's gravity.

Source record↗