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Nature and scope of agglomeration effects of city size and advanced scientific training on industrial research laboratories, studied by statistical sampling methods
The 20th mission of the National Aeronautics and Space Administration (NASA) Extreme Environment Mission Operations (NEEMO) was a highly integrated evaluation of operational protocols and tools designed to enable future exploration beyond low-Earth orbit. NEEMO 20 was conducted from the Aquarius habitat off the coast of Key Largo, FL in July 2015. The habitat and its surroundings provide a convincing analog for space exploration. A crew of six (comprised of astronauts, engineers, and habitat technicians) lived and worked in and around the unique underwater laboratory over a mission duration of 14-days. Incorporated into NEEMO 20 was a diverse Science Team (ST) comprised of geoscientists from the Astromaterials Research and Exploration Science (ARES/XI) Division from the Johnson Space Center (JSC), as well as marine scientists from the Department of Biological Sciences at Florida International University (FIU). This team trained the crew on the science to be conducted, defined sampling techniques and operational procedures, and planned and coordinated the science focused Extra Vehicular Activities (EVAs). The primary science objectives of NEEMO 20 was to study planetary sampling techniques and tools in partial gravity environments under realistic mission communication time delays and operational pressures. To facilitate these objectives two types of science sites were employed 1) geoscience sites with available rocks and regolith for testing sampling procedures and tools and, 2) marine science sites dedicated to specific research focused on assessing the photosynthetic capability of corals and their genetic connectivity between deep and shallow reefs. These marine sites and associated research objectives included deployment of handheld instrumentation, context descriptions, imaging, and sampling; thus acted as a suitable proxy for planetary surface exploration activities. This abstract briefly summarizes the scientific training, scientific operations, and tool development conducted during NEEMO 20 with an emphasis on the primary lessons learned.
The Desert RATS 2010 Team tested a variety of science operations management techniques, applying experience gained during the manned Apollo missions and the robotic Mars missions. This test assessed integrated science operations management of human planetary exploration using real-time, tactical science operations to oversee daily crew science activities, and a night shift strategic science operations team to conduct strategic level assessment of science data and daily traverse results. In addition, an attempt was made to collect numerical metric data on the outcome of the science operations to assist test evaluation. The two most important outcomes were 1) the production of significant (almost overwhelming) volume of data produced during daily traverse operations with two rovers, advanced imaging systems and well trained, scientifically proficient crew-members, and 2) the degree to which the tactical team s interaction with the surface crew enhanced science return. This interaction depended on continuous real-time voice and data communications, and the quality of science return from any human planetary exploration mission will be based strongly on the aggregate interaction between a well trained surface crew and a dedicated science operations support team using voice and imaging data from a planet s surface. In addition, the scientific insight developed by both the science operations team and the crews could not be measurable by simple numerical quantities, and its value will be missed by a purely metric-based evaluation of test outcome. In particular, failure to recognize the critical importance of this qualitative type interaction may result in mission architecture choices that will reduce science return.
The Space Crop Production Team at NASA’s Kennedy Space Center recently conducted a campaign of parabolic flights to study the best techniques for harvesting and collecting microgreens in microgravity. During this process, the research team invited a student with scientific training to the field sites, contributing as the documentarian and aiding in recording audio visual data. The documentarian was tasked with photographing and filming the preparation of experiments for parabolic flight, hardware installation in the parabolic flight plane, the crew performing their experiments, and the harvesting hardware and samples post-flight. Through having a documentarian on the team during experiments, the processes of problem-solving, teamwork, and data collection were able to be captured. This allows for these methods to be reflected upon post-experiment as a means of improving the procedures for the future. Additionally, the picture and video evidence became data that were analyzed following the flight test. The Space Crop Production team benefited by having a documentarian present, as they were able to develop a 45 second social media video with the intent of being published through official NASA outlets. Longer videos for classroom use are also in work. In addition to outreach usage, the collection of footage and visual data the documentarian provides has the potential to be scientifically published both in video-based scientific journals, and as supplemental data in online journal publications. Capturing research in this manner helps share an unseen side of the research practices with a larger audience and increases the potential for scientific engagement and activation.
Visual phenomena have now been observed in high-energy nitrogen beams produced at the Berkeley Bevatron. Using a nitrogen beam deflected at about 266 MeV/nucleon, three scientifically trained subjects made a series of observations. These observations confirm earlier hypotheses and argue for electronic excitation in or near the outer segments as the important mechanism. A picture showing a simplified anatomy of the left eye in horizontal section is presented. Three regions where various beam positions intercepted visual nervous structures are indicated.
Description of a procedure for optimal selection of research experiments to be performed aboard the Space Shuttle. The procedure is designed to provide the study team with a credible approach to their task. The procedure is characterized as methodologically sound and based on assumptions which reasonably approximate the real conditions. The data-gathering techniques proposed are accepted by scientifically trained personnel.
Such existing NASA/U.S. facilities and spacecraft as those of the Deep Space Network, VLA, and Arecibo are presently judged capable, at modest additional investment during the next five years, to acquire unique space science data, to generate mission planning data for missions to be launched in the early 1990s, and to evaluate and demonstrate communications and navigation technology for missions of the late 1990s and beyond. The more ambitious of these efforts will contribute the continuation of space research attractiveness for students, as well as furnish an important part of their scientific training.
The research performed under this grant has led to an number of new insights into two general categories of fluid flows in the presence of time-dependent acceleration, as outlined briefly below. These results have been widely communicated in the scientific community through seven presentations at international conferences (4 invited, 3 contributed), five published papers (4 journal articles and 1 conference proceeding), and images from the research featured on the cover of all 2003 editions of the research journal, Nonlinearity. The work performed under this proposal also contained a substantial educational component by contributed significantly to the scientific training of one postdoctoral associate, one Ph.D. student and five undergraduate researchers. One main area of focus in this research was convective flow with time-dependent acceleration. Convection is one class of behavior that can arise from g-jitter effects. Our research focused on studies of Rayleigh-Benard system, which is an important model for understanding thermal convection; studies of this problem in the presence of acceleration modulations provided insight into the nature of g-jitter induced flow and of the effects of modulation and noise on non-equilibrium pattern formation. Our experiments on vertically vibrated Rayleigh-Benard convection demonstrated the existence of two classes of pure flow patterns (synchronous & subharmonic) patterns) that had long been predicted by theory but never before observed experimentally. Detailed studies of ranges of parameters where both classes of patterns exist simultaneously led to the discovery of a new type of patterns (called superlattices) in systems driven out of thermodynamic equilibrium.
Scientists and engineers constantly face new challenges, despite myriad advances in computing. More sets of data are collected today from earth and sky than there is time or resources available to carefully analyze them. Some problems either don't have fast algorithms to solve them or have solutions that must be found among millions of options, a situation akin to finding a needle in a haystack. But all hope is not lost: advances in technology and the Internet have empowered the general public to participate in the scientific process via individual computational resources and brain cognition, which isn't matched by any machine. Citizen scientists are volunteers who perform scientific work by making observations, collecting and disseminating data, making measurements, and analyzing or interpreting data without necessarily having any scientific training. In so doing, individuals from all over the world can contribute to science in ways that wouldn't have been otherwise possible.
Specific features and observations on the Soviet educational system and areas of apparent effectiveness are presented, noting that the literacy rate is over 98 percent in 1982. Educational goals are reoriented every five years to match with other projections of five-year plans. The Soviet constitution established strong educational goals, including schools, correspondence courses, lectures in native tongues, free tuition, and vocational training. The educational pattern from pre-school through graduate school lasts over 28 yr and contains two 2-yr periods of work, confined to specialties after graduate school. Mathematics is emphasized, as are physics, Marxism, and a foreign language. Approximately 300,000 engineers were graduated in the Soviet Union in 1982, compared with the 20-yr U.S. average of 50,000/yr. About 2/3 of Soviet engineers participate in defense work, a number which is four times the total number of U.S. engineers. It is asserted that the continual indoctrination, organization, and practical work experience will guarantee that the Soviet state will remain a dominant force in the world as long as centralized state control can be carried out.
The Soviet Union recognizes that the foundation of their system depends upon complete dedication of the people to the state through thorough psychological training as well as through military training, and through specialized education in the broad fields of engineering, natural sciences, life sciences, social sciences, and education. An outline of the U.S.S.R. educational system indicates the extent of academic training, coupled with on-the-job and military training, that can produce a highly skilled, dedicated, and matured person. Observations on the coupling of political, economic, and psychological training along with the technical training are made, along with some mention of positive and negative aspects of the training.
Scientific information from previous space flights, space medicine, exercise physiology, and sports medicine was used to prepare a physical fitness manual suitable for use by members of the NASA astronaut population. A variety of scientifically valid exercise programs and activities suitable for the development of physical fitness are provided. Programs, activities, and supportive scientific data are presented in a concise, easy to read format so as to permit the user to select his or her mode of training with confidence and devote time previously spent experimenting with training routines to preparation for space flight. The programs and activities included were tested and shown to be effective and enjoyable.
Rodent Research on the International Space Station (ISS) is one of the highest priority science activities being supported by NASA and is planned for up to two flights per year. The first Rodent Research flight, Rodent Research-1 (RR-1) validates the hardware and basic science operations (dissections and tissue preservation). Subsequent flights will add new capabilities to support rodent research on the ISS. RR-1 will validate the following capabilities: animal husbandry for up to 30 days, video downlink to support animal health checks and scientific analysis, on-orbit dissections, sample preservation in RNA. Later and formalin, sample transfer from formalin to ethanol (hindlimbs), rapid cool-down and subsequent freezing at -80 of tissues and carcasses, sample return and recovery. RR-2, scheduled for SpX-6 (Winter 20142015) will add the following capabilities: animal husbandry for up to 60 days, RFID chip reader for individual animal identification, water refill and food replenishment, anesthesia and recovery, bone densitometry, blood collection (via cardiac puncture), blood separation via centrifugation, soft tissue fixation in formalin with transfer to ethanol, and delivery of injectable drugs that require frozen storage prior to use. Additional capabilities are also planned for future flights and these include but are not limited to male mice, live animal return, and the development of experiment unique equipment to support science requirements for principal investigators that are selected for flight. In addition to the hardware capabilities to support rodent research the Crew Office has implemented a training program in generic rodent skills for all USOS crew members during their pre-assignment training rotation. This class includes training in general animal handling, euthanasia, injections, and dissections. The dissection portion of this training focuses on the dissection of the spleen, liver, kidney with adrenals, brain, eyes, and hindlimbs. By achieving and maintaining proficiency in these basic skills as part of the nominal astronaut training curriculum this allows the rodent research program to focus the mission specific crew training on scientific requirements of research and operations flow.
The 'Institute for Scientific and Educational Technology' has been established to provide a mechanism through which universities and other research organizations may cooperate with one another and with different government agencies and industrial organizations to further and promote research, education, and training programs in science, engineering, and related fields. This effort has been undertaken consistent with the national vision to 'promote excellence in America s educational system through enhancing and expanding scientific and technological competence.' The specific programs are directed in promoting and achieving excellence for individuals at all levels (elementary and secondary schools, undergraduate and graduate education, and postdoctoral and faculty research). The program is consistent with the existing activities of the Institute for Computational and Applied Mechanics (ICAM) and the American Society for Engineering Education (ASEE) at NASA Langley Research Center (LaRC). The efforts will be directed to embark on other research, education, and training activities in various fields of engineering, scientific, and educational technologies. The specific objectives of the present program may be outlined briefly as follows: 1) Cooperate in the various research, education, and technology programs of the Office of Education at LaRC. 2) Develop procedures for interactions between precollege, college, and graduate students, and between faculty and students at all levels. 3) Direct efforts to increase the participation by women and minorities in educational programs at all levels. 4) Enhance existing activities of ICAM and ASEE in education, research, and training of graduate students and faculty. 5) Invite distinguished scholars as appropriate and consistent with ISET goals to spend their summers and/or sabbaticals at NASA Langley andor ODU and interact with different researchers and graduate students. Perform research and administrative activities as needed to carry out the above mentioned activities. 6) The implementation of various activities of the ISET programs is carried out through cooperative efforts between Old Dominion University (ODU) and the Office of Education at LaRC. At present, major efforts are directed on the following ISET Programs: ICAM Programs, Academic Programs, Educational Research, Outreach Programs, Educational Technology and Cooperative Programs. These programs are described in the following sections.
The objectives of our training and research project in biology at Fisk are to motivate and train our African-American undergraduate and graduate students by (a) teaching the basic principles and applications of different biological, biochemical and biophysical research techniques; (b) providing a "hands on experience" with laboratory instrumentation (c) requiring the students to participate in the proposed research project entitled "Cyanobacterial Bioreactors for Oxygen and Ammonia Production under "CELSS" Conditions" to gain confidence in independently conducting experiments and (d) providing training in scientific data collection and presentation to peers in scientific conferences or meetings.
The 1996 renewal of the NGT2-1001 grant included three objectives and expected outcomes. The information highlights the results and progress to address the grant objectives and outcomes for the time period of July 1, 2000 through June 30, 2001. Objective Number One indicated that the internship staff would annually recruit and place at least 90 community college students in internship positions related to their college majors. Internship enrollments for the summer, fall, winter and spring quarters of 2000-2001 show an average enrollment of 121 students per quarter. This number includes (13) interns sponsored by Ames contractors.
Four Antarctic explorers were invited to a workshop at Johnson Space Center (JSC) to provide expert assessments of NASA's current understanding of future human exploration missions beyond low Earth orbit. These explorers had been on relatively sophisticated, extensive Antarctic expeditions with sparse or nonexistent support infrastructure in the period following World War II through the end of the International Geophysical Year. Their experience was similar to that predicted for early Mars or other planetary exploration missions. For example: one Antarctic a expedition lasted two years with only one planned resupply mission and contingency plans for no resupply missions should sea ice prevent a ship from reaching them; several traverses across Antarctica measured more than 1000 total miles, required several months to complete, and were made without maps (because they did not exist) and with only a few aerial photos of the route; and the crews of six to 15 were often international in composition. At JSC, the explorers were given tours of development, training, and scientific facilities, as well as documentation at operational scenarios for future planetary exploration. This report records their observations about these facilities and plans in answers to a series of questions provided to them before the workshop.
Student-led authentic research in the classroom helps motivate students in science, technology, engineering, and mathematics (STEM) related subjects. Classrooms benefit from activities that provide rigor, relevance, and a connection to the real world. Those real world connections are enhanced when they involve meaningful connections with NASA resources and scientists. Using the unique platform of the International Space Station (ISS) and Crew Earth Observation (CEO) imagery, the Expedition Earth and Beyond (EEAB) program provides an exciting way to enable classrooms in grades 5-12 to be active participants in NASA exploration, discovery, and the process of science. EEAB was created by the Astromaterials Research and Exploration Science (ARES) Education Program, at the NASA Johnson Space Center. This Earth and planetary science education program has created a framework enabling students to conduct authentic research about Earth and/or planetary comparisons using the captivating CEO images being taken by astronauts onboard the ISS. The CEO payload has been a science payload onboard the ISS since November 2000. ISS crews are trained in scientific observation of geological, oceanographic, environmental, and meteorological phenomena. Scientists on the ground select and periodically update a series of areas to be photographed as part of the CEO science payload.