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At least 19 records

Cybersecurity Education, Training, and WFD

Availability of skilled workforce in sufficient number is one of the most often cited barriers to improving cybersecurity. INL's research has determined that this is not a cybersecurity problem but rather a strategic business imperative; in response INL created the Cyber Competency Health and Maturity Progression Model (Cyber-CHAMP) to help organizations learn the realities of their cyber workforce and their development needs. The presentation starts with an overview of Cyber-CHAMP as a unifying theme for workforce development and then provides brief introductions to selected DHS (ICS cybersecurity hands-on training), DOE (CyberStrike, OT Defender Fellowship, Liberty Eclipse), and INL (Cybercore Summer Camp, University Collaboration Laboratory) programs. Cyber-Informed Engineering discussion concludes the presentation, with an update on activities conducted by the CIE Education Working Group to further the second pillar of the National CIE Strategy, Education.

42 ENGINEERING↗

Development of Integrated Education, Training and Research Program with Interdisciplinary Applications II

Plasma models have been formulated including realistic spatial profiles of both flow and radio frequency induced ponderomotive force. With these inclusions the picture of stability of various plasma and fluid instabilities, as expected, changed drastically with ground-breaking consequences. The inhomogeneous parallel flow and the radio frequency waves can actually shown to stabilize turbulence. This is different from the prevalent notion that both parallel flow shear and radio frequency waves are responsible for the excitation (destabilization) of plasma turbulence. This has several ground-breaking consequences:- (1) the stabilization by parallel flow clearly goes against the conventional notion of the origin of ionospheric oscillation which invokes parallel flow destabilization as the origin, (2) the stabilization by parallel flow opens us a new avenue for improved mode formation in fusion devices - which mostly rely on the perpendicular flow shear stabilization for improved mode formation but the perpendicular flow is damped in a tokamak - so the improved mode formed by the parallel flow can sustain longer and has more prospect for ignition, (3) the complete stabilization of the ITG mode (and consequent suppression of transport) not only explain many unknown phenomena in the space physics but it also raises a prospect for transport barrier formation by the RF waves but not by the RF induced flow (as most works suggest) which is never observed in a tokamak of that magnitude to create a barrier. These are indeed ground-breaking consequences.

70 PLASMA PHYSICS AND FUSION TECHNOLOGY↗

Overview and Current Progress of the DOE/NNSA Nuclear Criticality Safety Program Training and Education Program [Slides]

This presentation covers the Nuclear Criticality Safety Program (NCSP) training & education program. The presentation details the training courses offered by the NCSP and the NCSP training pipelines. Additionally, the presentation shows the Nuclear Criticality Safety (NCS) Education Training (NCSET) modules along with new capabilities and new courses. This lecture finishes up with some concluding remarks.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

Overview and Current Progress of the DOE/NNSA Nuclear Criticality Safety Program Training and Education Program

Since 2011, the US Department of Energy/National Nuclear Security Administration (DOE/NNSA) Nuclear Criticality Safety Program (NCSP) has been providing a two-week nuclear criticality safety (NCS) practitioner course to support the training and qualification of new NCS staff. In 2013, an NCS Manager’s course was developed for process supervisors, managers, regulators, and other professionals with NCS-related responsibilities, and, in 2017, an additional course was proposed for Criticality Safety Officers (CSOs). In addition to hands-on training, other NCSP-funded tasks include training on sensitivity/uncertainty methods, NCS resource pipeline tasks, development of NCS guides, maintenance and development of Nuclear Criticality Safety Education Training (NCSET) modules and designing of a new subcritical assembly for hands-on training purposes. This paper provides an overview of the NCSP training and education program. The status of the NCSP hands-on training program will also be provided.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

ORNL NCSP Training and Education Support for FY2023 [Slides]

This presentation goes over the ORNL NCSP training and education support for Fiscal Year (FY) 2023. It includes a look at approved training and education tasks set up for FY2023. This lecture also covers revisions and updates to proposals and the LA-12808 LA-12808 Nuclear Criticality Safety Guide.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

ORNL NCSP Training and Education Support for FY2022 [Slides]

This presentation is on Oak Ridge National Labatory (ORNL) Nuclear Criticality Safety Program (NCSP) training and education support for Fiscal Year 2022. This lecture explains the approved training and education tasks for fiscal year 2022. Additional training developments for 2022 are covered.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

Generation IV International Forum – Knowledge Management and Knowledge Preservation: An initiative from the Education and Training Working Group

Dr. Patricia Paviet is the Chair of the Generation IV International Forum – Education and Training Working Group. As such, she is overseeing and directing several initiative: The GIF webinar series and the Pitch your Gen IV Research competition. This group has launched a new initiative on knowledge management and knowledge preservation of advanced reactor systems and how lessons learned are passed on in an international context. The paper is a summary of the various GIF member countries’ strategies to preserve and transfer the knowledge of advanced reactors.

96 KNOWLEDGE MANAGEMENT AND PRESERVATION↗

Resources, Training, and Education Under the Heliostat Consortium: Industry Gap Analysis and Building a Resource Database

Concentrating solar power is not a widely deployed or known technology area, and the heliostat workforce community in the United States is currently small, with knowledge and expertise not widely available. The resource, training, and education (RTE) topic within the Heliostat Consortium (HelioCon) was established to address this. RTE encompasses resources, practices, and programs to ensure that (1) newcomers to the heliostat development community have an adequate knowledge base and training to conduct R&D efforts, (2) outsiders to the field are provided with resources and opportunities to join the workforce, and (3) the workforce community is a productive, healthy, and fulfilling environment for all workers. In the first year of the project, a roadmap study was conducted, in which the major gaps in RTE were identified by consulting experts in the industry, with the top gap being the lack of public accessibility to concentrating solar-thermal power (CSP) knowledge. Here, to address this, the HelioCon team has been developing a centralized web-based resource database, containing a reference library, educational videos, lists of components suppliers and software/metrology tools, a power tower plant database, and information on existing standards/guidelines.

14 SOLAR ENERGY↗

Heliostat Consortium: Update on Resource, Training, and Education Development and Women+ in Concentrating Solar

One of the major barriers to Concentrating Solar Power (CSP) industry growth in the U.S. is the lack of accessibility of expert knowledge, a lack of a stable workforce pipeline, and little public awareness of the technology area. Improved Resource, Training, and Education (RTE) is needed to address these gaps, to draw workers into the field from diverse technology areas and backgrounds, and to reduce the learning curves of newcomers into the industry. As part of the RTE topic under the NREL-led Heliostat Consortium (HelioCon), a public online resource database has been created to support information sharing across the heliostat and CSP community. Here, information will be presented on the existing and planned database resources, including introductory information about CSP and heliostats, a reference library of texts and publications, educational videos, a CSP power tower plant database and case studies, a contact list of component suppliers and developers, and a list of available software/metrology tools. Women+ in Concentrating Solar is a newly created organization to promote the education, professional development, and advancement of underrepresented genders in the Concentrating Solar Power (CSP) community in a way that includes diverse backgrounds, attitudes, and perspectives. The main objectives of the groups are to provide the following opportunities for underrepresented genders: 1) organize events to provide networking opportunities and community building, 2) boost partnerships and scientific collaboration, 3) create resources to facilitate knowledge and experience sharing, 4) provide mentorship programs to support those new to the industry, 5) bring visibility to underrepresented genders and attract more to the field, and 6) promote Diversity, Equity, and Inclusion (DEI) and engage minorities and underrepresented groups. Initial activities being pursued by the group include creating an expert database to support event organizers in recruiting speakers with representation of all gender identities, hosting online networking and webinar events, organizing conference events including seminars and networking/social events, and establishing a mentorship program to connect members in the CSP community across the globe. The group is open to all genders and has grown to over 60 members in its first few months.

concentrating solar↗

Solar Training and Education Partnership for Underserved Populations

Solar Landscape’s STEP-UP program provided high quality solar installation training in partnership with community-based organizations (CBOs) in various regions within the U.S. Solar Landscape leveraged internal subject matter experts (SME’s) industry guidance and regional training assessments to provide customized training designed to support the growing solar and broader energy sector. Upon completion of the program, the team assisted trainees and nonprofit partners with connections to Solar Landscape contractors as well as local and National residential solar installation companies to facilitate placement into careers and apprenticeships.

14 SOLAR ENERGY↗

CIE Curriculum Guide (V.2.0)

The Cyber-Informed Engineering (CIE) Curriculum Guide offers a comprehensive framework, guidance, and resources for integrating CIE into university-level engineering programs and related educational activities. The primary goal is to help educators adopt CIE principles into their teaching to produce future engineers and technicians who understand digital risks in modern engineered systems, thereby addressing the nation’s infrastructure resilience needs. This guide outlines practical integration examples, links to resources to accelerate CIE adoption, and shares insights from partner academic institutions on various implementation strategies. CIE is a framework for embedding engineered controls that mitigate the impact of cyber-attacks in any cyber-physical system used in critical energy infrastructure and other sectors. Developed by the U.S. Department of Energy’s Office of Cybersecurity, Energy Security, and Emergency Response (CESER), the National Cyber-Informed Engineering Strategy emphasizes embedding CIE into formal education, training, and credentialing. This guide supports this strategic objective by providing examples of integrating CIE concepts into engineering curricula, from class activities to new courses and certificate programs. The importance of educating cyber-informed engineers is underscored by the evolving cybersecurity threats facing engineered systems. As industrial control systems (ICS) increasingly incorporate digital technologies, the responsibility for security extends to both cyber professionals and engineers. CIE addresses critical gaps in designing and protecting physical systems with digital components against cyber risks, ensuring engineers consider digital risk throughout the engineering design lifecycle. Currently, engineering education does not routinely include cyber-informed principles, highlighting a gap in addressing modern engineering system risks. This guide advocates for updating engineering curricula to include digital risk management as a fundamental element. By doing so, future engineers will be equipped to design resilient systems that mitigate digital risks from the outset. Through this guide, engineering faculty can integrate CIE into their curricula, bridging the gap between digital risk and engineering. This approach prepares a cyber-informed workforce capable of safeguarding the cyber-physical systems crucial to national security and public welfare. By embedding CIE into education and training, institutions can produce engineers and technicians who can effectively mitigate cyber impacts throughout the engineering design lifecycle, resulting in more secure critical infrastructures.

42 - ENGINEERING↗

An Energy Codes Gap Analysis Field Study in the Southwest (Final Technical Report)

The primary goal of the “An Energy Codes Gap Analysis Field Study in the Southwest” project was to improve housing through strengthened building energy code implementation in two states, Colorado and Nevada, leading to greater energy and utility bill savings for households. Colorado is a home rule state. Nevada adopts a statewide code, but cities and counties must also adopt the code, making the state function like a home rule state. To broaden the impact of the project, an additional goal was to share and amplify project experiences, findings, and lessons that can be applied in other states. To achieve these goals, the project’s key objectives were to examine how residential energy codes are implemented in partner states; to use these findings to strengthen codes implementation through enhanced education, training, and outreach; and to enhance energy code technical assistance capabilities in the two partner states. In both partner states, the project led to the creation of a quantitative baseline understanding of compliance with high-impact energy code requirements, such as foundation, wall, and ceiling R-value; window U-factor and SHGC; envelope air tightness; duct tightness; and high-efficiency lighting. It then applied this baseline information to directly inform training in geographic areas with high levels of building and construction activity. The project has placed Colorado and Nevada among 23 states across the country that have conducted a single-family residential field study based on the established U.S. Department of Energy (DOE) methodology since 2014. It has also helped each State Energy Office test models for partnership- and relationship-building among government agencies and key stakeholder groups, including the State Energy Office and relevant code administration and professional licensing agencies, building officials, designers, builders, trades and utilities. At the national level, the project helped educate and inform State and Territory Energy Offices on a replicable methodology to assess energy code construction practices, effective stakeholder engagement strategies, and tailored energy code education and training. These findings are particularly pertinent for home-rule states, such as Colorado and Nevada, which rely on local government awareness and action to advance and implement building energy codes. By raising awareness of code adoption and compliance, this project has helped to equip each partner state with data on code compliance, strategies, education, and partnership models to advance building energy codes. This in turn will have an important impact on new construction practices in Colorado and Nevada, leading to more energy efficient and affordable housing. Currently, more than 62 percent of Colorado’s population lives in one of the 55 jurisdictions that have adopted the 2021 IECC to date, while nearly 95 percent of the state's population lives in one of the 208 jurisdictions that have adopted a code at 2015 IECC levels or higher. In Nevada, the 2018 IECC was adopted by the Governor’s Office of Energy in July 2018. By July 2020, 47 percent of the adopted energy code in the state was 2018 IECC which covers 96.5 percent of Nevada’s population. The training materials funded by this project focus on the 2021 IECC and will continue to be relevant in the two states as additional jurisdictions update their building energy codes.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Real-time mixed reality display of dual particle radiation detector data

Radiation source localization and characterization are challenging tasks that currently require complex analyses for interpretation. Mixed reality (MR) technologies are at the verge of wide scale adoption and can assist in the visualization of complex data. Herein, we demonstrate real-time visualization of gamma ray and neutron radiation detector data in MR using the Microsoft HoloLens 2 smart glasses, significantly reducing user interpretation burden. Radiation imaging systems typically use double-scatter events of gamma rays or fast neutrons to reconstruct the incidence directional information, thus enabling source localization. The calculated images and estimated ’hot spots’ are then often displayed in 2D angular space projections on screens. By combining a state-of-the-art dual particle imaging system with HoloLens 2, we propose to display the data directly to the user via the head-mounted MR smart glasses, presenting the directional information as an overlay to the user’s 3D visual experience. We describe an open source implementation using efficient data transfer, image calculation, and 3D engine. We thereby demonstrate for the first time a real-time user experience to display fast neutron or gamma ray images from various radioactive sources set around the detector. We also introduce an alternative source search mode for situations of low event rates using a neural network and simulation based training data to provide a fast estimation of the source’s angular direction. Using MR for radiation detection provides a more intuitive perception of radioactivity and can be applied in routine radiation monitoring, education & training, emergency scenarios, or inspections.

46 INSTRUMENTATION RELATED TO NUCLEAR SCIENCE AND ↗

Visualizing and analyzing 3D biomolecular structures using Mol* at RCSB.org: Influenza A H5N1 virus proteome case study

The easiest and often most useful way to work with experimentally determined or computationally predicted structures of biomolecules is by viewing their three-dimensional (3D) shapes using a molecular visualization tool. Mol* was collaboratively developed by RCSB Protein Data Bank (RCSB PDB, RCSB.org) and Protein Data Bank in Europe (PDBe, PDBe.org) as an open-source, web-based, 3D visualization software suite for examination and analyses of biostructures. It is capable of displaying atomic coordinates and related experimental data of biomolecular structures together with a variety of annotations, facilitating basic and applied research, training, education, and information dissemination. Across RCSB.org, the RCSB PDB research-focused web portal, Mol* has been implemented to support single-mouse-click atomic-level visualization of biomolecules (e.g., proteins, nucleic acids, carbohydrates) with bound cofactors, small-molecule ligands, ions, water molecules, or other macromolecules. RCSB.org Mol* can seamlessly display 3D structures from various sources, allowing structure interrogation, superimposition, and comparison. Using influenza A H5N1 virus as a topical case study of an important pathogen, we exemplify how Mol* has been embedded within various RCSB.org tools—allowing users to view polymer sequence and structure-based annotations integrated from trusted bioinformatics data resources, assess patterns and trends in groups of structures, and view structures of any size and compositional complexity. In addition to being linked to every experimentally determined biostructure and Computed Structure Model made available at RCSB.org, Standalone Mol* is freely available for visualizing any atomic-level or multi-scale biostructure at rcsb.org/3d-view.

3D biostructure↗

Workforce Development Programs [Slides]

As educational institutions of New Mexico, develop educational, training, and research programs in support of the pit manufacturing related STEM fields, which directly benefit LANL with critical hires.

99 GENERAL AND MISCELLANEOUS↗

Inventory of Clean Energy Education and Workforce Development Programs in Allegheny County, PA

Building on other analysis work completed through the Communities LEAP pilot, this document is intended to provide an overview of: 1) what clean energy and related education and workforce development (EWD) resources already exist in and around the Hill District, 2) gaps in EWD resources, and 3) opportunities to expand clean energy education, training, and job opportunities for Hill District residents.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

Celestino, Tadeu (ORCID:0000000163087981)↗

Opportunities to Expand Building Efficiency Programming at Community Colleges

According to the most recent U.S. Energy and Employment Report, more than 2.3 million workers in the United States are involved in activities that reduce energy usage in buildings. This workforce supports energy efficiency from the design of buildings and their systems through the manufacturing and trade of components and supplies involved in these systems to the installation, repair, and maintenance of these systems. Less than 10% of the workers in key building efficiency occupations have a bachelor’s or higher degree, compared to ~40% of the general workforce. Thus, the community college system is a key stakeholder in training and educating a large portion of the building efficiency workforce. Despite this, the literature review conducted for this report found almost no research focused on better understanding and supporting the role of community colleges as they train this workforce at scale. This report seeks to understand how and to what extent building efficiency and advanced building technology concepts are being addressed in community colleges as well as potential pathways for schools to consider to better prepare students to enter the building efficiency industry. The first section presents information from a literature review and data analysis to provide background on the building efficiency workforce, the types of building efficiency training and education available from community colleges, and the barriers and challenges that exist in the workforce. The second section offers a series of case studies that illustrate the various ways that building efficiency content can be addressed at community colleges. The final section provides an overview of the opportunities available to community colleges as well as considerations for schools that want to increase building efficiency programming.

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATI↗