| T.R | Title | User | Personal
Name | Date | Lines |
|---|
| 753.1 | Education telecast to feature Space Exploration Initiative | PRAGMA::GRIFFIN | Dave Griffin | Thu Sep 12 1991 11:43 | 58 |
| RELEASE: 91-142 (9/6/91)
NASA's Educational Affairs Division will broadcast
via satellite the first in a series of four live,
educational video conferences on Oct. 16, launching the
1991-92 series.
The first conference will discuss the Space
Exploration Initiative, a long-term goal whereby early
in the 21st century America will establish a permanent
human presence on the Moon and send human and robotic
exploration missions to Mars.
Featured guests will be Mark Craig, Special
Assistant for Exploration, and Richard Reeves, Assistant
Director for Space Exploration Management Operations,
NASA Headquarters, Washington, D.C. Conducting the
educational demonstrations will be Lisa McLeod, an
aerospace education specialist from NASA's Goddard Space
Flight Center, Greenbelt, Md.
This year more than 3,000 schools and other
institutions in 50 states are expected to participate in
the highly successful series, now in its sixth year.
These 1-1/2 hour, interactive video conferences are
designed to update teachers on NASA programs,
demonstrate aerospace activities for the classroom and
announce new programs, products and activities available
to classroom teachers. The nation's participating
school districts will receive the program from 2:30 to
4:00 p.m. Eastern time.
The 1991-92 video conference schedule is:
Space Exploration Initiative Oct. 16, 1991
Life Sciences Research Dec. 11, 1991
Aeronautics Feb. 19, 1992
Space Flight/Space Station April 15, 1992
There is no charge for participation in the video
conference but schools should register in advance.
Educational institutions may receive the signal through
school satellite antennas or participating cable
television systems.
The satellite video conference series is produced
by NASA's Aerospace Education Services Program from the
Oklahoma State University Telecommunications Center,
Stillwater.
To register for the series, teachers should write
to NASA Aerospace Education Services Program,
Videoconference Series, 300 North Cordell, Oklahoma
State University, Stillwater, OK 74078-0422, or call
405/744-7015. Registration ensures that announcements,
publications and other materials for teacher-
participants are received by the schools.
|
| 753.2 | President Bush to address students on NASA Select TV [.. and PBS -dg] | PRAGMA::GRIFFIN | Dave Griffin | Thu Sep 12 1991 12:04 | 51 |
| RELEASE: 91-146 (9/11/91)
President Bush will join NASA Administrator Richard
Truly for a back-to-school special on NASA Select TV on
Sept. 17 at 2 p.m. EDT.
"Launching the School Year with President Bush" is
aimed at the elementary grades. The 1-hour program will
originate from Washington, D.C., and La Porte, Texas.
President Bush will speak to students and teachers about
America 2000 and the national education goals, and third
and fourth grade students gathered in both locations
will have the opportunity to ask the President
questions. They also will participate in a unique math
and science lesson led by Astronauts Charlie Bolden in
Washington and Tammy Jernigan in La Porte, Texas, as
well as aerospace education specialist Lisa McLeod.
McLeod, one of 35 teachers nicknamed
Spacemobilers, will bring one of NASA's oldest and
most popular education programs to nationwide television
for the first time. Astronauts Bolden and Jernigan will
narrate footage from their Shuttle missions, bringing to
life the aerospace lecture on living and working in
space.
Making up the audience at NASA Headquarters in
Washington will be 17 national winners of the
NASA/National Science Teachers Association's Space
Science Student Involvement Program (SSIP). As SSIP
winners, they have created projects ranging from
proposals for experiments on Space Station Freedom to
designs for an outpost on the moon.
NASA Select, the television service of the National
Aeronautics and Space Administration, now offers
educational and informational programming in addition to
complete mission coverage and press events. The 2 p.m.
EDT time slot is dedicated to programming suitable for
classroom use, specifically aimed at inspiring young
people to achieve in math and science.
NASA Select is transmitted on SatCom F2R,
transponder 13, C Band, 72 degrees West longitude,
frequency 3954.5 MHz, vertical polarization, audio on
6.8 MHz.
"Launching the School Year with President Bush"
also will be broadcast live on local PBS stations
throughout the country.
|
| 753.3 | subject to change... | POBOX::KAPLOW | Set the WAYBACK machine for 1982 | Fri Sep 13 1991 19:11 | 9 |
| re: .2
I got this in the mail yesterday. Ironicly, as I was reading the
comment about these broadcasts being subject to NASAs mission
schedule (i.e. mission coverage will preempt the educational
broadcasts), Discovery was being launched. I believe they are
scheduled to land on the 17th, so NASA select will probably be
covering the landing preparations and delay the scheduled
broadcast to a later time.
|
| 753.4 | NASA Awards Core Research Center Grants To Seven Black Colleges/Universities | PRAGMA::GRIFFIN | Dave Griffin | Wed Nov 20 1991 13:17 | 57 |
| Terri Sindelar
Headquarters, Washington, D.C.
November 19, 1991
RELEASE: 91- 193
NASA today announced the selection of seven
Historically Black Colleges and Universities (HBCUs) to
receive Core Research Center grants to further develop
their research capability and research infrastructure.
Each of the following seven universities will be
awarded approximately one-half million dollars for the
first year. Awards will be made for up to 5 years for
focused research conducted in space science and
applications, advanced space technology and advanced
aeronautics technology.
o Clark Atlanta University, Atlanta, Ga.
o Fisk University, Nashville, Tenn.
o Florida A&M University, Tallahassee, Fla.
o Hampton University, Hampton, Va.
o Howard University, Washington, D.C.
o North Carolina A&T State University,
Greensboro, N.C.
o Tuskegee University, Tuskegee, Ala.
Universities were selected based on a competitive
merit review by a team of industry, government and academic
evaluators, with subsequent site visits by teams of NASA
officials. To be eligible to compete, universities must,
at a minimum, award master's degrees in science,
engineering, computer science or mathematics.
These new awards will provide short-term and long-term
benefits to NASA in that the research disciplines are all
related to NASA requirements and potential agency employees
will be trained and educated in the research environment
provided by the grants.
"Today's awards mark a new phase in NASA's relations
with the HBCUs which results from more than two decades of
funding small individual principal investigator proposals.
These awards are based on helping the selected HBCUs build
research infrastructure and institutional capabilities that
would enable them to do mainstream competitive research,"
said Dr. Lennard Fisk, Associate Administrator for Space
Science and Applications, NASA Headquarters.
The Core Research Center initiative is a new approach
for meeting some of NASA's present and future research and
workforce requirements by tapping into the pool of under-
represented minority students and faculty who are nurtured
and developed at these institutions.
Research activities by the HBCU Core Research Centers
will be monitored by NASA Headquarters and field centers.
|
| 753.5 | NASA Teacher Resource Center Network | MTWAIN::KLAES | All the Universe, or nothing! | Fri Jan 17 1992 12:24 | 481 |
| From: DECWRL::"[email protected]" 16-JAN-1992
21:14:27.72
To: [email protected]
Subj: NASA Teacher Resource Centers
NASA TEACHER RESOURCE CENTER NETWORK
NASA Educational Affairs Division
For more than 25 years, the NASA Educational Affairs Division has
provided educational programs and materials for teachers and students
from the elementary to the university level. The NASA Teacher
Resource Center Network, a dissemination mechanism to provide
educators with NASA educational materials, is one of the programs that
has helped science and mathematics teachers over the years.
NASA Teacher Resource Center Network
Teachers need immediate access to the information that is generated by
NASA programs, technologies, and discoveries, so they can bring that
excitement into their classrooms. NASA educational materials are
related to art, mathematics, energy, physics, careers, spaceflight,
aeronautics, technology utilization, physical science, and social
science. They are a valuable supplement to textbook instruction.
To help disseminate these materials to elementary and secondary
educators, the NASA Educational Affairs Division has established the
NASA Teacher Resource Center Network (TRCN). The Network comprises
Teacher Resource Centers (TRCs), Regional Teacher Resource Centers
(RTRCs), and the Central Operation of Resources for Educators (CORE).
Teacher Resource Centers
Located at the nine NASA research centers, TRCs have a variety of
NASA-related educational materials in several formats: video tapes,
slides, audio tapes, publications, lesson plans, and activities. NASA
educational materials are available to be copied at the TRCs.
Regional Teacher Resource Centers
To offer more educators the opportunity to visit the TRCN, NASA forms
partnerships with universities and museums to serve as RTRCs and plans
to have RTRCs as broadly distributed geographically as possible.
Teachers may preview NASA materials at these RTRCs or make copies of
the materials.
Central Operation of Resources for Educators (CORE)
Designed for the national and international distribution of aerospace
educational materials to enhance the NASA Teacher Resource Center
Network, CORE provides educators with another source for NASA
educational audiovisual materials. CORE will process teacher requests
by mail for a minimal fee. On school letterhead, educators can
request a catalogue and order form from:
Ms. Tina Salyer
NASA CORE
Lorain County Joint Vocational School
15181 Route 58 South
Oberlin, OH 44074
(216) 774-1052, ext 293/294 Fax: (216) 774-2144
Other Specialized Resource Centers
Serving inquiries related to space exploration and other activities:
NASA Jet Propulsion Laboratory
Teacher Resource Center
JPL Educational Outreach
4800 Oak Grove Drive
Mail Code CS-530
Pasadena, CA 91109
(818) 354-6916 Fax: (818) 354-8080
Serving all states through workshops and materials:
National Air and Space Museum
Smithsonian Institution
Education Resource Center, MRC 305
Washington, DC 20560
(202) 786-2109 Fax: (202) 786-2262
TRCs/RTRCs
*************************************************************
Connecticut, Delaware, District of Columbia, Maine, Maryland,
Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania,
Rhode Island, Vermont
*************************************************************
NASA Goddard Space Flight Center
Teacher Resource Laboratory
Mail Code 130.3
Greenbelt, MD 20771
(301) 286-8570 Fax: (301) 286-2184
Delaware Teacher Center/NASA Regional Teacher Resource Center
Brandywine School District
3401 Green Street
Claymont, DE 19703
(302) 792-3806 Fax: (302) 792-3814
The City College
NASA Regional Teacher Resource Center
NAS Building, Room 5/224
Convent Avenue at 138th Street
New York, NY 10031
(212) 650-6993 Fax:
NASA Industrial Applications Center
823 William Pitt Union
University of Pittsburgh
Pittsburgh, PA 15260
(412) 648-7008 Fax: (412) 648-7003
University of the District of Columbia
NASA Regional Teacher Resource Center
Mail Stop 4201
4200 Connecticut Ave. N.W.
Washington, DC 20008
(202) 282-7338 Fax: (202) 282-3677
Norwich University
Vermont College Educational Resource Center
NASA Regional Teacher Resource Center
Schulman Hall
Montpelier, VT 05602
(802) 828-8845 Fax: (802) 828-8855
Wallops Flight Facility
Education Complex--Visitor Center
NASA Teacher Resource Center
Bldg. J-17
Wallops Island, VA 23337
(804) 824-2297 Fax: (804) 824-1971
*************************************************************
Florida, Georgia, Puerto Rico, Virgin Islands
*************************************************************
NASA John F. Kennedy Space Center
Educators Resources Laboratory
Mail Code ERL
Kennedy Space Center, FL 32899
(407) 867-4090 Fax: none
*************************************************************
Alaska, Arizona, California, Hawaii, Idaho, Montana, Nevada,
Oregon, Utah, Washington, Wyoming
*************************************************************
NASA Ames Research Center
Teacher Resource Center
Mail Stop TO-25
Moffett Field, CA 94035
(415) 604-3574 Fax: (415) 604-3445
NASA Ames-Dryden Flight Research Facility
Public Affairs Office (Trl. 42)
NASA Teacher Resource Center
Edwards AFB, CA 93523
(805) 258-3456 Fax: (805) 258-3566
Flandrau Science Center
NASA Regional Teacher Resource Center
University of Arizona
Tucson, AZ 85721
(602) 621-4515 Fax: (602) 621-8451
University of Washington
NASA Regional Teacher Resource Center
AK-50, c/o Geophysics Department
Seattle, WA 98195
(206) 543-1943 Fax: (206) 685-3815
University of Wyoming
NASA Regional Teacher Resource Center
Learning Resource Center
P.O. Box 3374 University Station
Laramie, WY 82071-3374
(307) 766-2527 Fax: (307) 766-3062
*************************************************************
Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma,
South Dakota, Texas
*************************************************************
NASA Johnson Space Center
Teacher Resource Center
Mail Code AP-4
Houston, TX 77058
(713) 483-8696 Fax: (713) 483-4876
Kansas Cosmosphere and Space Center
NASA Regional Teacher Resource Center
1100 North Plum
Hutchinson, KS 67501
(316) 662-2305/665-3387 Fax: (316) 662-3693
Oklahoma State University
NASA Regional Teacher Resource Center
300 North Cordell
Stillwater, OK 74078-0422
(405) 744-7015 Fax: (405) 744-7785
U.S. Space Foundation
NASA Regional Teacher Resource Center
1525 Vapor Trail
Colorado Springs, CO 80916
(719) 550-1000 Fax: (719) 550-1011
University of New Mexico
NASA Regional Teacher Resource Center
University College
Albuquerque, NM 87131
(505) 277-2631 Fax: (505) 277-3173
*************************************************************
Kentucky, North Carolina, South Carolina, Virginia, West Virginia
*************************************************************
NASA Langley Research Center
Teacher Resource Center
Mail Stop 146
Hampton, VA 23665-5225
(804) 864-3293 Fax: (804) 864-7732
Murray State University
NASA Regional Teacher Resource Center
Waterfield Library
Murray, KY 42071
(502) 762-4420 Fax: (502) 762-3736
University of North Carolina - Charlotte
NASA Regional Teacher Resource Center
J. Murrey Atkins Library
Charlotte, NC 28223
(704) 547-2559 Fax: (704) 547-3050
Wheeling Jesuit College
NASA Regional Teacher Resource Center
220 Washington Avenue
Wheeling, WV 26003
(304) 243-2388 Fax: (304) 243-2497
*************************************************************
Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin
*************************************************************
NASA Lewis Research Center
Teacher Resource Center
Mail Stop 8-1
21000 Brookpark Road
Cleveland, OH 44135
(216) 433-2017 Fax: (216) 433-8000
Central Michigan University
NASA Regional Teacher Resource Center
Ronan Hall, Room 101
Mount Pleasant, MI 48859
(517) 774-4387 Fax: (517) 774-2481
Mankato State University
NASA Regional Teacher Resource Center
Department of Curriculum and Instruction
MSU Box 52/P.O. Box 8400
Mankato, MN 56002-8400
(507) 389-5710 or -1516 Fax: (507) 389-2566
Chicago Museum of Science and Industry
NASA Regional Teacher Resource Center
57th Street and Lakeshore Drive
Chicago, IL 60637-2093
(312) 684-1414 x429 Fax: (312) 684-5580
Northern Michigan University
NASA Regional Teacher Resource Center
Olson Library Media Center
Marquette, MI 49855
(906) 227-2270 Fax: (906) 227-1333
Oakland University
NASA Regional Teacher Resource Center
O'Dowd Hall, Room 216
Rochester, MI 48309-4401
(313) 370-2485 Fax: (313) 370-4266
Parks College of St. Louis University
NASA Regional Teacher Resource Center
Rt. 157 and Falling Springs Road
Cahokia, IL 62206
(618) 337-7500 Fax: (618) 332-6802
St. Cloud State University
Center for Information Media
NASA Regional Teacher Resource Center
720 4th Avenue South
St. Cloud, MN 56301-4498
(612) 255-2062 Fax: (612) 255-4778
University of Evansville
NASA Regional Teacher Resource Center
School of Education
1800 Lincoln Avenue
Evansville, IN 47722
(812) 479-2393 Fax: none
University of Wisconsin at LaCrosse
NASA Regional Teacher Resource Center
Morris Hall, Room 200
LaCrosse, WI 54601
(608) 785-8148 or -8650 Fax: (608) 785-8909
*************************************************************
Alabama, Arkansas, Iowa, Louisiana, Missouri, Tennessee
*************************************************************
Alabama Space and Rocket Center
NASA Teacher Resource Center
1 Tranquility Base
Huntsville, AL 35807
(205) 544-5812 Fax: none
Bossier Parish Community College
NASA Regional Teacher Resource Center
2719 Airline Drive
Bossier City, LA 71111
(318) 746-7754 Fax: (318) 742-8664
Southern University
NASA Regional Teacher Resource Center
Downtown Metro Center
610 Texas Street
Shreveport, LA 71101
(318) 674-3444 Fax: (318) 674-3385
University of Northern Iowa
NASA Regional Teacher Resource Center
Curriculum Laboratory
Room 222, Schindler Education Center
Cedar Falls, IA 50614-0009
(319) 273-6066 Fax: (319) 273-6997
*************************************************************
Mississippi
*************************************************************
NASA Stennis Space Center
Teacher Resource Center
Building 1200
Stennis Space Center, MS 39529-6000
(601) 688-3338 Fax: (601) 688-7528
Mississippi Delta Community College
NASA Regional Teacher Resource Center
P.O. Box 668
Moorehead, MS 38761
(601) 246-5631 x126 Fax: (601) 246-8627
Tri-State Learning Center (SSC_TRC)
NASA Teacher Resource Center
P.O. Box 98
Tishimingo, MS 38873
(601) 438-7471 Fax: none
User Information
For more information, contact the Center Education Program
Officer (CEPO) for the region in which the TRC/RTRC is located.
*************************************************************
Alaska, Arizona, California, Hawaii, Idaho, Montana, Nevada,
Oregon, Utah, Washington, Wyoming
*************************************************************
Mr. Garth A. Hull
Chief, Educational Programs Branch
Mail Stop TO-25
NASA Ames Research Center
Moffett Field, CA 94035
Phone: (415) 604-5543 Fax: (415) 604-3445
*************************************************************
Connecticut, Delaware, District of Columbia, Maryland,
Massachusetts, Maine, New Hampshire, New Jersey, New York,
Pennsylvania, Rhode Island, Vermont
*************************************************************
Mr. Elva Bailey
Chief, Educational Programs
Public Affairs Office (130)
NASA Goddard Space Flight Center
Greenbelt, MD 20771
Phone: (301) 286-7207 Fax: (301) 286-8142
*************************************************************
Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma,
South Dakota, Texas
*************************************************************
Dr. Robert W. Fitzmaurice
Center Education Program Officer
Public Affairs Office (AP-4)
NASA Johnson Space Center
Houston, TX 77058
Phone: (713) 483-1257 Fax: (713) 483-4876
*************************************************************
Florida, Georgia, Puerto Rico, Virgin Islands
*************************************************************
Mr. Raymond R. Corey
Chief, Education and Awareness Branch
Mail Code PA-EAB
NASA Kennedy Space Center
Kennedy Space Center, FL 32899
Phone: (407) 867-4444 Fax: (407) 867-3395
*************************************************************
Kentucky, North Carolina, South Carolina, Virginia, West Virginia
*************************************************************
Dr. Karen R. Credeur
Head, Office of Public Services
Mail Stop 154
NASA Langley Research Center
Hampton, VA 23665-5225
Phone: (804) 864-3307/3312 Fax: (804) 864-7732
*************************************************************
Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin
*************************************************************
Dr. Lynn Bondurant
Chief, Office of Educational Programs
Mail Stop 7-4
NASA Lewis Research Center
21000 Brookpark Road
Cleveland, OH 44135
Phone: (216) 433-5583 Fax: (216) 433-3344
*************************************************************
Alabama, Arkansas, Iowa, Louisiana, Missouri, Tennessee
*************************************************************
Mr. Bill Anderson
Chief, Education Branch
Public Affairs Office (CA21)
NASA Marshall Space Flight Center
Marshall Space Flight Center, AL 35812
Phone: (205) 544-7391 Fax: (205) 544-5852
*************************************************************
Mississippi
*************************************************************
Dr. Marco Giardino
Education Officer
NASA John C. Stennis Space Center
Stennis Space Center, MS 39529
Phone: (601) 688-2739 Fax: (601) 688-1925
*************************************************************
The Jet Propulsion Laboratory can provide special assistance with
questions about NASA's planetary exploration program and other
JPL activities.
*************************************************************
Mr. Richard Alvidrez
Public Education Office
Jet Propulsion Laboratory
Mail Code 180-205
4800 Oak Grove Drive
Pasadena, CA 91109
Phone: (818) 354-8592 Fax: (818) 354-8080
___ _____ ___
/_ /| /____/ \ /_ /| Ron Baalke | [email protected]
| | | | __ \ /| | | | Jet Propulsion Lab |
___| | | | |__) |/ | | |__ M/S 525-3684 Telos | Don't wait for your ship
/___| | | | ___/ | |/__ /| Pasadena, CA 91109 | to come in, paddle out to
|_____|/ |_|/ |_____|/ | it.
|
| 753.6 | 1,000 NASA Engineers to Teach School | PRAGMA::GRIFFIN | Dave Griffin | Fri Feb 14 1992 18:57 | 42 |
| Terri Sindelar
Headquarters, Washington, D.C. February 14, 1992
RELEASE: 92-24
During the week of Feb. 16-22, almost 1,000 NASA engineers
will visit schools nationwide, reaching 100,000 students, in an
effort to inspire them to study mathematics, science and
technology.
NASA's "teachers for a day" are participating in the
National Engineers Week's Discover"E" Program, the largest student
outreach effort sponsored by the engineering profession. NASA
engineers will participate in career day activities, teach
students, conduct science competitions, participate in teacher
workshops and judge science fairs.
NASA Administrator Richard H. Truly said, "I believe
engineering holds the key to America's future. Space exploration
and its monumental engineering feats are vital to America's future
competitiveness, will strengthen domestic economy, provide jobs for
Americans and inspire students to study mathematics and science."
Truly was one of a dozen distinguished engineers selected
as an "All-Star" engineer by the National Engineers Week 1992
committee. He will share his engineering and aerospace knowledge
with a sixth grade class at Stevens Elementary School, Washington,
D.C., on Feb. 18.
Sam Armstrong, NASA's Associate Administrator for Human
Resources and Education, was also selected as an All-Star and will
discuss aerospace and engineering careers with students at the
Thomas Jefferson High School for Science and Technology,
Alexandria, Va., on Feb. 18.
National Engineers Week, now in it's 42nd year, increases
public awareness of engineering's contribution to our quality of
life by uniting engineers and the public in a celebration of
innovation and technology. This year's Discover"E" theme is
exploration in conjunction with International Space Year and the
500th anniversary of Columbus' voyage.
|
| 753.7 | NASA Launches New Astrophysics Television Program | PRAGMA::GRIFFIN | Dave Griffin | Fri Feb 14 1992 18:59 | 52 |
| Paula Cleggett-Haleim
Headquarters, Washington, D.C. February 14, 1992
EDITOR'S NOTE: N92-15
Top scientists will appear on "Space Astronomy Update," a new television
program for the media that debuts on Thursday, Feb. 20, at 1:00 p.m. EST over
NASA Select Television. This program, the first in a periodic series, will
originate from the NASA Headquarters auditorium, 400 Maryland Avenue, S.W.,
Washington, D.C.
The aim of "Space Astronomy Update" is to provide an understanding of how
our views of the universe are changing through continuing, new results from
astrophysical observatories such as the Hubble Space Telescope, Compton Gamma
Ray Observatory and the Cosmic Background Explorer.
In Thursday's program, the panelists will explore "dark matter," the
non-luminous mass that may account for much of the gravity that holds galaxies
and larger cosmic structures together. This unseen stuff may also constitute
the bulk of all matter in the universe.
Thursday's panelists will be the distinguished astronomers, Dr. Vera
Rubin, Department of Terrestrial Magnetism, Carnegie Institution of Washington;
Dr. Bruce Margon, Professor of Astronomy and Chairman of the Department of
Astronomy, University of Washington, Seattle; and Dr. Daniel Weedman, Professor
of Astronomy at Pennsylvania State University, University Park.
The panelists were selected for their extensive experience in
communicating science in classrooms, to the general public and to the media as
well as their professional preeminence in the field of astronomy.
% Dr. Rubin, a member of the National Academy of Sciences, is widely
credited for pioneering observations which revealed that dark matter must be
present in galaxies.
% Dr. Margon, an investigator of stars and quasars, is an active
researcher with the Hubble Space Telescope. He is on the board of directors of
the Association of Universities for Research in Astronomy. He is also Chairman
of the Board of Governors of the Astrophysical Research Consortium, Inc.
% Dr. Weedman is an expert on galaxies and astronomical instruments and
has taught astronomy for 20 years.
Dr. Steve Maran, a senior staff scientist at the NASA Goddard Space
Flight Center, will moderate the program. Dr. Maran is active in explaining
astronomy and space research to the general public.
This event will be carried live on NASA Select Television (Satcom F-2R,
Transponder 13, 72 degrees West Longitude, frequency 3960.0 MHz, audio 6.8
MHz). Questions will be entertained from reporters attending the program at
Headquarters and at other NASA centers.
|
| 753.8 | NASA selects students for Space Life Sciences training | PRAGMA::GRIFFIN | Dave Griffin | Tue Apr 28 1992 18:24 | 89 |
| Michael Braukus
Headquarters, Washington, D.C. April 27, 1992
Debra Rahn
Headquarters, Washington, D.C.
RELEASE: 92-53
NASA has selected 48 college students, including 20 international
students, to participate in its annual Space Life Sciences Training Program
at the Kennedy Space Center, Fla. The intensive 6-week summer residence
training program is for college students interested in life sciences, pre-
medicine, bioengineering or related fields.
The program is designed to attract college students towards a career
in space life sciences research. Selected students work with NASA
researchers in planning flight and ground support experiments. In addition
to offering research experience, the curriculum utilizes lectures, tours and
special projects to provide a complete overview of the field of space life
sciences. The program will be held from June 20, 1992 through July 31,
1992.
The 48 students were selected competitively from 260 applicants.
Students in the program must be undergraduates majoring in science or
engineering and have a minimum cumulative grade point average of 3.0.
More than 240 students have participated in the program since its
inception in 1985.
The international students were selected in honor of International
Space Year (ISY) under the auspices of the Space Agency Forum on ISY. The
countries sponsoring students include: Brazil, Canada, China, Colombia,
Costa Rica, France, Germany, Guinea, Mexico, Morocco and the United
Kingdom.
The U.S. students selected are:
James M. Baggs, Las Vegas, Nev.
Antonio Baines, Belle Haven, Va.
Nancy L. Balter, River Forest, Ill.
Felicia M. Baxter, Virginia Beach, Va.
Veronica A. Bilotti, Jersey City, N.J.
Steven D. Blair, Raytown, Mo.
Mandeep S. Chadha, Claremore, Okla.
Dale Chamberlain, Ft. Collins, Col.
Sekai R. Chideya, Baltimore, Md.
Laurel D. Crosby, Eagle River, Ark.
Kevin Engel, West Salem, Wis.
Ervin M. Flores, Juncos, P.R.
Marilyn Hayden-Dysinger, Owensboro, Ky.
Chadik M. Hewlett, New York, N.Y.
Glenn Jacobson, Austin, Texas
Benjamin O. Koenig, Westfield, N.Y.
Robert L. Moore, Jackson, Miss.
Anabelle Morales, Tampa, Fla.
Raymond G. Ohl IV, Gettysburg, Pa.
Brian Roberts, Canfield, Ohio
Claudia C. Ruiz, Houston, Texas
Carol D. Livingston Smith, Fargo, N.D.
Gina L. Stivahtis, West Linn, Or.
Stacye R. Thrasher, Sunrise, Fla.
Ann Marie Walker, Lincoln, Neb.
Eddie White, Tallahassee, Fla.
Wendy Wong, Bloomington, Ind.
Sandra M. Yamaguchi, Kaneohe, Hawaii
The foreign students chosen are:
Marclo Moraes, Brazil
Marco de Oliveira, Brazil
Savltri Aguiar, Brazil
Darren Widenmaier, Canada
Flona Doetsch, Canada
Shao Wei, China
Yan Wang, China
Carlos Rodriguez, Columbia
Marlano Herrere, Costa Rica
Philippe Muller, France
Sandra Quemeneur, France
Daphne Sfeir, France
Ute Schilken, Germany
Hossane Bocoum, Guinea
Francisco Luis Avina, Mexico
Vanesa Magar, Mexico
Nawal Elghaid, Morocco
James Sutton, United Kingdom
Rosalind Brooks, United Kingdom
Jacqueline Russell, United Kingdom
|
| 753.9 | NASA cosponsors National Science Olympiad | PRAGMA::GRIFFIN | Dave Griffin | Tue May 19 1992 18:15 | 94 |
| Terri Sindelar
Headquarters, Washington, D.C. May 14, 1992
Mike Simmons
Marshall Space Flight Center, Huntsville, Ala.
RELEASE: 92-66
NASA is joining Auburn University in co-sponsoring
the 1992 National Science Olympiad to be held at the
Auburn, Ala., campus May 15-16. More than 1,500 of the
nation's top junior and senior high school students will
compete in the 33-event Olympiad, the largest science
event in the United States.
The Olympiad is held each year to improve science
and technology education by generating enthusiasm for
science and math on the same level as that generated by
varsity sports. The "intelletes" will compete for
Olympic-style medals and scholarships.
Discussing the importance of education, President
Bush said, "Because student achievement, especially in
science and mathematics, is so important to our nation's
future, we must never allow America to settle for less
than the gold medal in world academic competition."
NASA is participating in this year's Olympiad, the
first to be held in the South, as part of its ongoing
support of education and in recognition of International
Space Year 1992. The space agency will offer
participating students and teachers a pre-event tour of
the Marshall Space Flight Center, will display a number
of space-related exhibits at the 2-day event, and will
conduct a number of educational workshops for the more
than 500 attending teachers.
NASA Administrator Daniel S. Goldin said, "We
applaud the hundreds of thousands of students and
teachers across America who are furthering man's quest
for knowledge through exploration and discovery. Like
the Science Olympiad, NASA strives to foster students'
natural curiosity and joy of discovery by challenging
minds with new frontiers. In so doing, NASA is
committed to helping America become first in math and
science by the year 2000, to encouraging science
literacy for all Americans and to safeguarding our
nation's competitiveness."
The Olympiad, to be held on May 16, will consist of
events representing three broad areas of science
education -- concepts and knowledge, processing and
thinking skills, and applications and technology.
Applying these skills, "intelletes" will design and
build clocks, musical instruments, bridges, flying
devices, and vehicles propelled by mousetraps.
In other events, teams and individuals will solve
problems using their knowledge in biology, geology,
chemistry, physics, astronomy, aerodynamics, computers
and technology.
NASA's officials participating in the 2-day Science
Olympiad will be Frank Owens, Director of Education,
NASA Headquarters, Washington, D.C.; Jack Lee, Director
of NASA's Marshall Space Flight Center, Huntsville; and
J. A. Bethay, Associate Director of NASA's Marshall
Space Flight Center, Huntsville.
A pre-event tour of the Marshall Space Flight
Center on May 14 will include visits to the Space
Station Freedom mockup, manufacturing facility and
Environmental Control and Life Support Systems test
area; the Spacelab Mission Operations Control Center;
the Payload Crew Training Center; the Neutral Buoyancy
Simulator; and the Project LASER Discovery Lab.
Marshall will also display a number of exhibits at
the event featuring an array of NASA space vehicles and
programs and will provide educational materials to over
500 participating teachers through the Project LASER
Mobile Teacher Resource Center.
Additionally, NASA educators will present a number
of workshops for attending teachers, including a lunar
sample education workshop in which teachers will be
certified to borrow samples of lunar soil and rocks for
classroom use at no charge.
Also, Marshall and the U.S. Space Camp, with
assistance from the Global Change Institute of Aspen,
Colo., will present an Olympiad special event that will
involve students in verifying NASA's observations of the
Earth from space.
|
| 753.10 | UPI: Stars in their eyes, Big Macs in their stomachs | PRAGMA::GRIFFIN | Dave Griffin | Tue May 26 1992 18:13 | 42 |
| From: [email protected]
Newsgroups: clari.tw.space
Subject: Stars in their eyes, Big Macs in their stomachs
Keywords: children's education, education, children, special interest,
space, science
Date: Tue, 26 May 92 6:55:12 PDT
LAKE FOREST, Ill. (UPI) -- Fifth graders took a journey into space,
although they never left their school lobby and McDonald's food.
The fifth-grade class of the Lake Forest Country Day School recently
spent 24 hours simulating a flight. Eight of the 33 students at a time
were inside the spaceship, a 20-foot by 12-foot wood-frame structure
covered with plastic and decorated construction paper.
Astronauts could not leave the ship parked in the school's lobby,
except for trips to the bathroom made by shimmying through a tube.
The only communication from the spaceship with the outside world was
by computer to Mission Control, the school's computer room, where
another group of students toiled.
A third shift napped while the first two worked. The groups changed
jobs every eight hours, the Chicago Tribune reported Tuesday.
``Everyone is all over the place and a lot are not doing their jobs
and just fooling around,'' Sophie Hewson, 11, reported an hour after she
assumed duties aboard the ship bound for Planet Unknown.
In Mission Control, Sean Nagle's thoughts earthbound as he recorded
in the log: ``We are close to having McDonald's for dinner. I can't
wait.''
The on-duty astronauts were disillusioned because they were unable to
watch a Chicago Bulls playoff game.
``All of us are pretty upset,'' astronaut Chris Lavallee, 12, wrote
on the computer.
As astronaut Drew Skelton, 11, left the spaceship, he said: ``It's
hot, tiring and boring -- and it's hard to go to the bathroom.''
The trip was organized by science teacher Mark Arthur. Most of the
school's faculty helped.
The idea for simulated student space journeys originated with Jerry
Bernhardt, an industrial arts teacher in Woodlands, Texas, five years
ago.
Jerry Gudauskas, executive director of the Lake County Business
Industry Education Consortium, heard of Bernhardt's program and
organized a space simulation several years ago. Arthur taught at another
school involved in Gudauskas' program and brought the idea to his new
school.
|
| 753.11 | NASA Administrator and Astronauts visit local school | PRAGMA::GRIFFIN | Dave Griffin | Thu Jun 04 1992 10:23 | 45 |
| Terri Sindelar
Headquarters, Washington, D.C. June 2, 1992
EDITORS NOTE: N92-52
NASA Administrator Daniel S. Goldin and the crew of Space
Shuttle Atlantis STS-45 will participate in a community
celebration of International Space Year and will dedicate the
Enterprise Mission Classroom program on Wednesday, June 3, from
10 a.m. to 12:15 p.m. at Dunbar Senior High School, 1301 New
Jersey Ave., N.W., Washington, D.C.
Dunbar students and faculty, along with community
volunteers, have planned various hands-on space education
activities, such as robot demonstrations and observing the
solar system, for elementary and junior high school students to
celebrate International Space Year 1992.
The opening ceremony will take place at 10 a.m. at the
football stadium. Astronauts Brian Duffy, David C. Leestma and
Michael Foale will host the ceremony, which features a model
rocket launch, and meet with 120 elementary students and
teachers from six area schools and with 75 Dunbar students.
Meanwhile, astronauts Charles F. Bolden, Kathryn Sullivan
and Byron Lichtenberg will tour the Enterprise Mission
Classroom and meet with students.
NASA Administrator Goldin also will tour the Enterprise
Mission Classroom and speak with students from 10:45 a.m. to 11
a.m.
The Enterprise Mission Dedication Ceremony will be held
in the school's Media Center at 11 a.m. Dr. Eva Rousseau,
Principal of Dunbar High School, will open the program and
introduce the six astronauts. Goldin will be the keynote
speaker discussing the future generation of scientists and
engineers.
Student leaders will discuss the Enterprise Mission
Classroom and present awards to various individuals and
corporations who helped create the pilot, state-of-the-art
classroom that teaches science and math by using space data and
images.
|
| 753.12 | Undergraduates show NASA advanced design concepts | PRAGMA::GRIFFIN | Dave Griffin | Tue Jun 16 1992 17:07 | 38 |
| Terri Sindelar
Headquarters, Washington, D.C.
RELEASE: 92-90 (6/16/92)
University students and faculty from across the nation will present
scenarios for missions to Mars and present plans for solar-powered and
hypersonic aircraft to officials of NASA and the aerospace industry on June
16-18 at the Ramada Renaissance Techworld Hotel, Washington, D.C.
Presentations on such topics as the design of a supersonic executive
transport plane and remotely piloted vehicles and the design of a mission
and spacecraft to take astronauts back to the Moon, to Mars and beyond will
be made by engineering design students from 41 universities in the
NASA/Universities Space Research Association's Universities Advanced Design
Program.
In its 8th year, the advanced design program originally was
conceived by NASA to revive interest in design education. The result has
been a symbiotic relationship that has encouraged students to study
engineering design in courses where they gain experience working on
potential "real- world" projects which, in turn, stimulates interest in
aerospace engineering.
Each university design team will present the results of their design
project, offer participants the opportunity to interact with each other and
to share ideas. NASA and aerospace industry representatives will attend and
critique the presentations.
Typically, seniors participate in the program by enrolling in an
engineering design course taught by a professor who serves as faculty
advisor and a graduate teaching assistant who has spent 10 weeks of the
previous summer working at a NASA center or industry site preparing project
plans and gaining experience.
Each design team is assigned to a NASA engineer who acts as its
mentor. Mentors aid students in the selection of a project and offer advice
and resources.
|
| 753.13 | Testimony by Goldin to House committee on NASA's role in sci/tech. literacy | PRAGMA::GRIFFIN | Dave Griffin | Tue Jun 23 1992 12:39 | 423 |
| 6/10/92: Statement of Mr. Daniel S. Goldin, Administrator, National
Aeronautics and Space Administration
before the
Subcommittee on Space
Committee on Science, Space and Technology
United States House of Representatives
HOLD FOR RELEASE UNTIL
PRESENTED BY WITNESS
JUNE 10, 1992
Mr. Chairman, it is a real honor for me to appear before the Subcommittee today
to testify on this important national issue -- the role and responsibility of
NASA in improving the scientific and technical literacy of America's children.
I should note that today is my first official appearance before the U.S.
Congress as the Administrator of NASA, and that is no accident. When I heard
of the Subcommittee's interest in this topic, I asked to testify. I wanted
this to be my first hearing because I wanted to let the world know what NASA is
currently doing in this important arena. As somebody who came from a family of
educators, including my father and sisters, I have always felt a civic
responsibility to promote and foster educational activities. This has been
true of my personal life, as well as my professional life, and this is a
commitment that I bring to NASA. I believe that NASA has a unique ability to
capture the attention of our Nation's youth, all of our youth, and I believe
that NASA can use its programs and educational resources to offer hope and
promise to those young people.
Today, it is my pleasure to highlight some of the key activities that NASA has
underway.
I am proud to be joined at the table by Captain Daniel Brandenstein, recently
returned from commanding the maiden voyage of the Space Shuttle Endeavour. That
mission was successful for not only capturing the wayward INTELSAT satellite,
but also for capturing the excitement and imagination of all Americans --
especially school children.
I am also pleased to introduce to you Damon Butler, a NASA student research
apprentice. Damon just graduated from Oxon Hill High School and plans to
attend North Carolina State University and major in engineering.
On July 20, 1989, President Bush said: "In 1961, it took a crisis -- the space
race -- to speed things up. Today we do not have a crisis. We have an
opportunity." He was introducing NASA's return to the Moon and journey to Mars,
but he could just as easily have been addressing the Nation's educational
reform efforts. NASA has an opportunity to improve science, mathematics, and
technology education in America's schools, and we are seizing that opportunity.
Since the inception of the space program, NASA and the Nation's education
system have travelled parallel paths. We share the same goals -- exploration,
discovery, the pursuit of new knowledge -- and achievement of those goals is
interdependent. NASA depends on the education system to produce a skilled and
knowledgeable workforce. The education community, in turn, uses the space
program to motivate and encourage students to study science, engineering, and
technology.
If the United States is to remain at the forefront of space science and
aerospace technology and research, then we must provide students with the
skills they will need in a highly complex and technical workplace. NASA
recognizes that the next generation of science, research, and technology can
only be as good as the next generation of scientists, engineers, technicians,
and teachers.
NASA's education mission provides a mechanism for helping to ensure a
sufficient talent pool to meet the competitive challenge of the 21st century.
NASA Headquarters and its nine Field Centers support numerous aerospace
education programs and projects. These programs range from elementary to
postgraduate school and reach millions of students, elementary and secondary
teachers, and university faculty.
If NASA is to continue to attract the "best and brightest" -- while at the same
time helping to ensure a more technically literate society in the future -- our
educational outreach program must target the entire educational pipeline.
It is our Education Mission to use NASA's inspiring mission, its unique
facilities, and its specialized workforce to conduct, and to leverage
externally conducted, science, mathematics, and technology education programs
and activities. Our Vision is to support systemic change in the education
system through expanding and enhancing the scientific and technological
competence of all educators involved in the education reform movement. In
doing so, NASA will be recognized by the education community as the premier
mission agency in support of the National Education Goals and education
standards.
NASA's education mission statement recognizes that the Agency's inspiring
mission is the cornerstone of its education program. Our purpose is not only
to use NASA's mission as content, but to use the Agency's programs and
activities to demonstrate the exciting application of subject matter at the
precollege level and encourage participation in research at the collegiate
level. Three programmatic themes have been identified to organize and provide
content for all of NASA's education programs. These themes use the inspiring
mission of NASA and its unique facilities to provide a basis for our current
and future education activities.
Teaching From Space
Too many children believe that they can't "do" science or that math is "too
hard." However, these same students are fascinated by space subjects,
especially astronauts. Through an integrated set of programs referred to as
"Teaching From Space," NASA capitalizes on the interest students have in space
and astronauts to give them positive experiences and opportunities to
participate in space research. These programs incorporate not only the human
space flight aspect of missions, but also the space science endeavors including
the Hubble Space Telescope, Compton Gamma Ray Observatory, Mission to Planet
Earth, and the upcoming Mars Observer and Solar Anomalous Magnetosphere
Particle Explorer (SAMPEX) missions.
Teaching From Space activities range from the national impact of classroom
lessons taught from the Space Shuttle; to students witnessing investigations
and demonstrations by Shuttle astronauts; to students and teachers
participating with crewmembers who will be onboard Space Station Freedom; to
future possibilities -- perhaps students operating telescopes on the surface of
the Moon or controlling rovers on the surface of Mars.
Teaching From Space also includes nationwide educational activities, such as
the SEEDS project (Space Exposed Experiment Developed for Students) which
introduced thousands of students across the country to the excitement of
scientific discovery. This national science project gave students the
opportunity to conduct research with tomato seeds that had been exposed to the
space environment while onboard the LDEF satellite for more than six years.
Student investigators utilized basic and integrated science process skills as
they conducted research, measured and analyzed data, and used the scientific
method in a real research experiment. SEEDS made a significant impact toward
enhancing the teaching, learning, and enjoyment of science for students
worldwide. The words of the teachers say it best: From a secondary teacher in
St. Petersburg, Florida: "What a fantastic, motivational learning experience!
Seeds from space. Thank you. Thank you. Thank you. Thank you." And from an
elementary school teacher in Danville, Indiana: "I represent the children who
are the original scientists. I only guide them. THEY do the hands-on
learning. I only guide them. AND THAT'S WHAT IT'S ALL ABOUT BECAUSE THESE
SPACE KIDS ARE #1!"
Teaching From Space also places special emphasis on learning about Earth. We
have a number of educational activities that will involve students directly in
Mission to Planet Earth. NASA and the Aspen Global Change Institute are
cooperating on a Ground Truth Studies Program for K-12 students. This
activity-based science education program integrates local environment issues
with global change topics, such as the greenhouse effect, biodiversity loss,
and ozone depletion. Students make their own field measurements to learn the
importance of ground truth studies to validate remotely sensed data. By
utilizing remotely sensed images of their own region, students gain new
hands-on skills and insights into local environmental issues and global change
topics. More than 1,000 students in 12 states participated in the pilot phase
of this project.
Another three-year pilot effort enables classrooms to have direct readout
capability from meteorological satellites. The Maryland Pilot Earth Sciences
Technology Education Network (MAPS-NET) workshops teach Maryland educators how
to acquire and use live images captured directly from meteorological
satellites. This program will establish active ground stations in Maryland
middle and secondary schools, as well as teacher support networks to ensure a
continuing process for introducing Earth science and related technology into
schools. The goal of the MAPS-NET program is to establish a Maryland statewide
Earth sciences technology education program by linking the Maryland educational
system with unique scientific and technical resources including Goddard Space
Flight Center, NOAA, and the state's university research base.
We have also established the Global Change Research Graduate Student
Fellowships to train the next generation of Earth scientists and engineers to
manage data generated by the Earth Observing System and Mission to Planet
Earth, and to translate that data into a better understanding of our fragile
planet.
These participatory science experiences have a positive impact on a student's
lifelong view of science, mathematics, and technology.
The Astronaut Corps is also an integral part of Teaching From Space. Dan
Brandenstein will soon give you an astronaut's-eye view of Teaching From Space.
Aeronautics and Space Technology
In addition to those programs thematically based on space science and
exploration, we have also developed educational programs to meet specific
aeronautics and space technology needs. It is well understood that education
is the key if the U.S. is to remain competitive. NASA's education mission
provides a mechanism for helping to ensure a sufficient talent pool to meet
that competitive challenge.
For example, our Advanced Design Program was developed to expose undergraduate
engineering students to the real world of engineering design problems and to
provide actual systems design experience for potential graduate students and
employees. These students participate in the design of futuristic aerospace
technologies such as a lunar factory, a high-speed civil air transport vehicle,
or a robotic vehicle for exploring the Martian terrain.
At the Goddard Space Flight Center, graduate students participate in a summer
school for High Performance Computational Sciences. This program provides
students the opportunity to participate in comprehensive research in Goddard's
space and Earth sciences programs. Another program, the High Performance
Computing and Communications (HPCC) component of the Graduate Student
Researchers Program, was designed specifically to increase the number of
graduate students and professionals in this critical base research area. Under
NASA's HPCC program, Ames Research Center has extended Internet services for
Monta Vista High School in Santa Clara, California, as an experiment in how
high school students can access and utilize the services and repositories of
the National Research and Education Network.
The University Space Engineering Research Center Program established centers of
excellence that are pushing the boundaries in critical technology at nine
universities around the country. In addition to performing research, the
centers are also providing opportunities for channelling undergraduate and
graduate students into educational and career opportunities in these areas.
One of the exciting aspects of this program is that students are designing
technology experiments that are flying on the Shuttle, and hardware that is
being used in NASA missions.
NASA Centers as Learning Laboratories
The NASA Field Centers provide a rich and stimulating environment for
education. Utilizing the NASA Centers as Learning Laboratories is the third
theme of our education programs. The Centers deliver a wide variety of
regional, state, and local education programs. These range in scope from
career days, student workshops and apprentice programs to in-depth teacher
inservice, graduate student research, and visiting faculty fellowships.
It is at the Field Centers that NASA can make the most concrete contributions
to the national education reform movement. For example, in those states
receiving National Science Foundation funding for Statewide Systemic
Initiatives (SSI), NASA Centers will explore and develop linkages between
existing Center education programs and the efforts of SSI. This linkage will
include both precollege and higher education programs. In addition, our
Centers will develop institutional linkages with state education personnel to
ensure that programs address state and local education reform efforts.
In collaboration with the National Science Teachers Association, the National
Council of Teachers of Mathematics, and the International Technology Education
Association, NASA invites more than 200 elementary and secondary teachers to
participate in comprehensive workshops at NASA Field Centers each summer. The
teachers improve their content knowledge through hands-on experiences which
help them apply aeronautics and space science concepts to the teaching of
mathematics, science, and technology.
The Summer High School Apprenticeship Research Program (SHARP) invites
underrepresented minority students to work during the summer at a NASA Field
Center on technical projects under the mentorship of scientists, engineers, and
other professionals. Damon Butler, a third-year SHARP participant, will have
the opportunity to speak with you in a few minutes.
The Cooperative Education Program is perhaps the most direct link between the
Centers as learning laboratories and the aerospace employment pipeline. In FY
90, NASA's total number of graduating cooperative education students was 358.
Of those graduating students, 248 were offered and accepted permanent
employment with NASA. That is -- 69.3% of the students who had completed the
program stayed with NASA. In FY 89 and 88, 72% and 68% of the graduates were
hired, respectively. Those are impressive numbers.
Even more impressive are some of the individual Field Center co-op records.
I'll use Goddard as an example. FY 88 hires totalled 71.9% of the co-op
graduates; in FY 89 that number climbed to 75.9%; and in FY 90, Goddard was
able to engage 82.4% of it's graduating co-op students in permanent employment
positions. 75% of Goddard's co-op hires are scientists or engineers. The
remaining 25% are in professional administrative positions. 1/3 of Goddard's
co-op students come from local schools.
One of the goals of NASA's co-op program is to foster a workforce that is
culturally and educationally diverse. It has evolved into an excellent feeder
network to increase the percentage of underrepresented minorities and women in
NASA's science and engineering workforce.
We also work directly with the broader research community, institutions of
higher learning, and other non-profit organizations with a significant minority
population to assist them in developing research and education programs and to
provide training for undergraduate and graduate students in science and
engineering. In partnership with the Nation's Historically Black Colleges and
Universities (HBCUs), NASA awards grants directly to HBCU principal
investigators to conduct science and space science research. In FY 1991, NASA
awarded $20 million to HBCU's for research grants, training grants,
fellowships, tuition aid, and equipment -- an increase of 200% over 1983. More
than 200 HBCU students and faculty conduct research at NASA centers.
Additionally, since FY 1991, senior NASA managers have been working
aggressively to develop and implement management strategies to expand and
increase the involvement of other universities with significant enrollments of
Hispanics and Native Americans in the Agency's educational and research
programs. As a result of these efforts, the number of minority universities
involved in NASA's research and educational programs has increased
substantially (for example, the University of Texas at El Paso, Brownsville,
Pan American, and San Antonio and the Texas A&M, as well as Navajo, Turtle
Mountain, and D-Q Community Colleges).
The Centers also provide educational opportunities for teachers and students
who do not have direct access to the resources of our facilities. The
Aerospace Education Services Program, affectionately known as "Spacemobile,"
sends education specialists into the field to conduct workshops for teachers
and classroom and assembly programs for students. A typical teacher workshop
includes how-to and hands-on activities to help teachers incorporate
NASA-related topics into classroom activities and programs which supplement
existing curricula. School assemblies include demonstrations of aeronautics
and space science equipment, principles of rocketry, Space Shuttle operations,
and life in space.
Volunteer Efforts by the NASA Workforce
The success of our education program depends on NASA's outstanding personnel --
the scientists, engineers, technicians, and education specialists who often
volunteer their efforts to act as mentors and classroom resources.
At the Marshall Space Flight Center, a 2,500 square foot laboratory has been
converted for educational uses. Here in the Discovery Lab, teachers receive
special science training and students have the opportunity to participate in
laboratory experiments not available in their own schools. The heart of this
project is a team of current and retired Center and contractor employees who
volunteer their time and talents.
Volunteers are also an integral part of NASA's annual support of National
Engineers Week. In 1992, nearly 1,000 engineers visited more than 100,000
students throughout the country during the week of February 16-22. Every NASA
installation participated -- from Headquarters, to Ames Research Center, to
Wallops Flight Facility, to the Jet Propulsion Laboratory.
Education Materials and Information Dissemination
To facilitate the Agency's impact on the national education system, NASA is
developing a presence in every state. This national network is the mechanism
through which we reach out to the entire education community.
In the mid-1980's, NASA began the Teacher Resource Center Network, which
provides dissemination points for the distribution of NASA information and
education materials such as videotapes, slides, software, posters, and
teacher's guides. Currently, this network is located at all NASA Centers and
in museums, planetaria, schools, and universities in 36 states. The Teacher
Resource Center Network currently serves over 90,000 teachers annually.
At the post-secondary level, the National Space Grant College and Fellowship
Program was established to form a national network of institutions in support
of the NASA mission. Currently 47 states have formed Space Grant Consortia,
linking over 340 colleges, universities, nonprofits, businesses, and state and
local governments. By this summer, it is expected that Space Grant will be
active in all 50 states, the District of Columbia, and Puerto Rico. This
network will expand NASA's research, education, and public service presence
throughout the country.
Educational Technologies
A presence in every state is not sufficient to reach all students and teachers.
However, with the proliferation of educational technologies such as satellite
communications and on-line computer information systems, every school, no
matter how remote, can have immediate access to the latest information and
educational materials.
Using technology as an educational tool has a second advantage: today's
students are already comfortable with its applications in the home: Nintendo,
VCRs, personal computers, and cable TV.
NASA Select, the Agency's internal communication service, is a valuable
teaching tool. It offers informational and educational programs as well as
real-time mission coverage, accessible via satellite dishes and cable
television systems. Three one-hour segments are reserved each day exclusively
for sixty-minute classroom-suitable programs. All programs may be taped.
Aimed at inspiring students to achieve in math and science, these programs
range from live interactive shows, to "Launch Box," a series produced by the
Nickelodeon cable network and NASA. NASA is working closely with the cable
industry to make NASA Select available to schools nationwide.
Spacelink is NASA's on-line computer information system for educators. The
service includes current NASA news, data about America's space program,
classroom materials, and other information useful to teachers and students.
There has been a steady increase in usage since we established Spacelink in
1988. There are approximately 19,000 active users of the system, of which
4,000 are teachers and 6,000 are students. This year, Spacelink was added to
the science on-line system Internet which increases the system's accessibility.
NASA is also developing a variety of software and multimedia products for
education. For example, in partnership with a public broadcasting programmer
and a leading textbook publisher, NASA is producing an interactive videodisc
with integrated software on the subject of Earth systems science in alignment
with the Mission to Planet Earth.
Leveraging
The programs which I have discussed are excellent, but there are limits to what
NASA can directly accomplish. Therefore, a fundamental component of our
education program is to leverage NASA's resources through partnerships with
public and private organizations. For example, we work in alliance with
professional associations in the conduct of our education program to enhance
our impact upon the education system. Also, we have recently engaged our major
aerospace contractors in a collaborative effort to guide activities in science,
mathematics, and technology education. This program, the NASA Industry
Education Initiative, has already proven successful and is about to issue a
report documenting its first year of work and describing future objectives.
Evaluation
Evaluating the success of our programs is an essential element of the NASA
management plan. This principle applies as much to our education program as to
the management of our spacecraft. Therefore, cost-effectiveness studies,
student impact investigations, and assessments of our curriculum materials are
being conducted and strengthened while the scope of these efforts is being
expanded.
However, the measures of success in the social sciences are not as clear-cut
and objective as in the physical disciplines. Consequently, we have initiated
a study with the National Research Council to identify evaluation indicators
for our program. With guidance from this study developed by a prestigious and
respected organization, we will continue improvement and excellence within
NASA's education program.
Conclusion
NASA's education program helps to encourage students, like Damon Butler, to
grow up to be the next generation of aerospace explorers, like Dan
Brandenstein. It's an effective program, and we're proud to contribute to the
development of these young people.
A few weeks ago, a third grade teacher was addressing a national space group.
She said that "it is true that a good education is the key to the future, but
more important, that the corollary is also true -- the future is the key to a
good education. Unless something exciting is going on in the present that
indicates that the future is there -- and that it's different and exciting and
better -- then no student is going to work for that future. For students -- as
for most people -- it takes a sense of connection to the future to keep the
present moving forward."
The scope of NASA's role in education is limited. However, by leveraging the
Agency's unique resources -- its facilities and personnel -- NASA has the
opportunity to use its inspiring mission as a vehicle for teaching and for
learning. I feel very strongly that education is not only an opportunity for
NASA, it is an obligation.
|
| 753.14 | NASA and the aerospace industry join forces for education | PRAGMA::GRIFFIN | Dave Griffin | Wed Jul 22 1992 10:16 | 80 |
| Terri Sindelar
Headquarters, Washington, D.C
RELEASE: 92-118
NASA Administrator Daniel S. Goldin announced that NASA and 26
private-sector aerospace contractors have taken a major first step to
coordinate the industry's education activities in supporting the nation's
education reform efforts.
"The education of America's youth is far too important for just the
government to solve. Industry has a vested interest in America's future and
that future resides in the classrooms today," said Goldin. "I'm moved and
overwhelmed with the variety of education programs and with the genuine concern
and strong support of the aerospace industry in helping with national education
reform. I hope that our joint initiative with the aerospace industry will be a
model and an inspiration for other industries."
The 26 companies participating in the NASA- Industry Education
Initiative (NIEI) reported conducting almost 600 education programs, with the
majority (57 percent) of activities focused at the high school level. The
hundreds of activities range from cooperating on and sponsoring PBS and other
science education productions to awarding scholarships, conducting on-site
teacher training programs to providing tutoring and mentoring programs. The
education programs primarily emphasized science (55 percent), with the
remainder emphasizing interdisciplinary studies.
The first step of the initiative was to survey existing education
programs, produce an inventory and assess the level of program support for the
national education goals.
The resulting NASA-Industry Education Initiative : Education Programs
Report 1991 provides a foundation for the next critical step of the initiative
-- that is, to enhance government-industry cooperation, share information and
leverage resources, and coordinate programs and reform efforts to help solve
our nation's education problems.
The NASA-Industry Education Initiative Supports Education Reform
The NASA-Industry Education Initiative (NIEI) seeks ways in which NASA
and the aerospace contractors can refine and align current and planned
education activities to support the nation's education reform strategies and to
accomplish the National Education Goals established by President Bush and the
nation's Governors.
NASA and the aerospace industry's educational efforts reach several
millions of Americans and involve well over 92,000 government and industry
personnel annually. The industry supports a broad range of education programs
at all grade levels, as well as with adults.
The initiative and its various education programs parallel the efforts
of the Federal Coordinating Council for Science, Engineering and Technology's
(FCCSET) Committee on Education and Human Resources (CEHR). The CEHR was
created by the federal government for education coordination. Some of the
objectives of both FCCSET/CEHR and NIEI are to improve science and mathematics
performance, improve public understanding of science and technology, and to
promote lifelong learning projects.
In keeping with the widely recognized need to increase the educational
achievement of groups traditionally underrepresented in science and
engineering, approximately 32 percent of NIEI programs are at least partly
geared towards bringing and keeping minorities, females and people with
disabilities into the educational pipeline.
NASA and the aerospace industry plan to update the NIEI report
periodically to allow continued evaluation of the level and direction of NIEI
education programs.
The 26 corporations participating in the NASA/Industry Education
Initiative are Aerojet, Allied-Signal, BAMSI, Boeing, Computer Sciences, Cray
Research, EG&G Florida, Fairchild Space, General Electric, Grumman, Honeywell,
Hughes Aircraft, IBM, Johnson Controls, Lockheed, Loral, Martin Marietta,
McDonnell Douglas, NSI Technology, Orbital Sciences, Rockwell International,
Teledyne Brown, Thiokol, TRW, Unisys and United Technologies.
Copies of NASA-Industry Education Initiative : Education Programs
Report 1991 can be obtained from NASA Headquarters Newsroom and from the 26
participating corporations.
|
| 753.15 | NASA Select satellite feed: Aeronautics and Space Report #260 | PRAGMA::GRIFFIN | Dave Griffin | Wed Aug 05 1992 11:54 | 75 |
| ATTENTION SATELLITE COORDINATORS
SATELLITE FEED DATE: MONDAY, AUGUST 10, 1992
PROGRAM: "AERONAUTICS & SPACE REPORT #260
UPLINK TIMES: 1:00 PM ET - SATCOM F2-R TRANSPONDER 13
1:30 PM ET - SBS-6 TRANSPONDER 18
RUNNING TIME: 14:30
SATELLITE COORDINATES
SATCOM F2-R - Frequency "C" band - orbital position 72 degrees
West Longitude - transponder 13, frequency 3960.0 mhz vertical
polarization. Audio 6.2 and 6.8 mhz. Two playbacks, both audio
tracks each feed. (Channel 1 - full mix, Channel 2 effects)
SBS-6 - KU band - transponder 18 vertical Uplink frequency
14441.5 - Downlink frequency 12141.5 - Orbital Position 99
degrees west longitude. Audio 6.2 and 6.8 mhz. Two playbacks,
both audio tracks each feed.
THE FOLLOWING 4 NEWS FEATURES WILL BE UPLINKED
"SHUTTLE TO SPACE STATION"
Over the past decade, America's space shuttle fleet has played a
vital role in testing and evaluation of hardware that will make
up Space Station Freedom. In the the near future shuttle
orbiters will begin ferrying and assembling Freedom's solar
panels, truss structure, living quarters and scientific
laboratories. Shuttle orbiters have also been laying the ground
work for important scientific work in microgravity. Studying
human adaptation to space travel and growing pure protein
crystals may help the way we treat diseases in the future.
"IMPLANTABLE DEFRIBRILATOR"
An implantable device derived from a variety of NASA-developed
technologies is now helping over 25,000 people who have suffered
at least one life threatening heart attack and run a great risk
of suffering others. Manufactured by Cardiac Pacemaker Inc. in
Minneapolis, the AID--about the size of a cigarette pack--is
placed in the abdomen with leads running to the heart. It
monitors the heart continuously, and delivers a corrective
electrical shock if it begins to beat erratically. Essentially a
miniaturized version of the external defribrilators used in
hospital emergency rooms to restore rhythmic heartbeat, the AID
has increased the survival rate the first year following an
attack from 70% to 98.6%.
"HUBBLE UPDATE"
Hubble Space Telescope is providing scientists with more
information about our universe than ever before, including from
ground-based observatories. Spectacular images, of new galaxies
and cosmic phenomenon are being enhanced using computer
processing techniques. The result, more information and sharper,
clearer pictures--especially helpful because of Hubble's primary
mirror problem. Astronauts are rehearsing for the first
servicing mission slated for late 1993 which will include
corrective optics to fix the mirror. In the meantime, Hubble is
rewriting textbooks with its ability to see details of the
cosmos.
"X-30 MOCKUP"
A group of 50 engineering undergraduates, faculty members, and
technicians at Mississippi State University have built a 1/3
scale mockup of the National Aerospace Plane. The 50 foot, 5,000
pound mockup will appear at air shows around the country as a
means of communicating what the X-30 program is all about. The
project gave students a unique opportunity to apply classroom
learning to a "real world" type situation, since it required
design and construction techniques identical to those used in
building actual flying prototype aircraft.
|
| 753.16 | First student-built rocket payload set for launch Monday (9/21/92) | PRAGMA::GRIFFIN | Dave Griffin | Thu Sep 17 1992 22:29 | 49 |
| Terri Sindelar
Headquarters, Washington, D.C. September 17, 1992
Keith Kohler
Wallops Flight Facility, Wallops Island, Va.
RELEASE: 92-152
The first sounding rocket payload managed and built by students is
scheduled for launch on a NASA Orion launch vehicle, Monday, Sept. 21, from
NASA's Wallops Flight Facility, Wallops Island, Va.
Using surplus and donated equipment, the students will measure ozone
density in the atmosphere above Wallops Island. Their data will be analyzed and
compared with data gathered by NASA's Earth Radiation Budget Satellite.
The pilot project, known as the Colorado Student Ozone Atmospheric Rocket
(CSOAR), was developed to demonstrate the use of sounding rocket flight as a
valuable educational tool for undergraduate and graduate students.
This joint venture between NASA and the Space Grant Consortiums in
Colorado and Virginia provides students hands-on experience in learning the
basics of sounding rocket and science instrumentation, as well as learning
about atmospheric ozone.
More than 50 graduate and undergraduate students from six participating
Colorado colleges and universities have developed the CSOAR payload over the
past 2 years. Virginia students are providing post-flight data comparison and
public affairs support. NASA Wallops Flight Facility is providing engineering
advisors, an Orion launch vehicle, payload recovery system and operational
launch support.
The science instruments on the 140-pound (63 kg) CSOAR payload will begin
taking data at about 15 miles (25 km) and will continue until the rocket
reaches its highest altitude of 37 miles (60 km). The payload will descend by
parachute and be recovered in the Atlantic Ocean off the Eastern Shore of
Virginia. The total flight time is less than 30 minutes.
The participating Colorado universities are the University of Colorado at
Boulder; University of Colorado at Colorado Springs; Fort Lewis College,
Durango; Mesa State College, Grand Junction; Colorado State University, Fort
Collins; and University of Southern Colorado, Pueblo. The Virginia universities
participating in the CSOAR project are Old Dominion University, Norfolk, and
Hampton University, Hampton.
The CSOAR launch is supported by the NASA Sounding Rocket program, which
is managed at Wallops for NASA's Office of Space Science and Applications,
Washington, D.C. The NASA program consists of approximately 30 sounding rockets
launched each year from various worldwide locations.
|
| 753.17 | Student payload successfully launched on NASA rocket | PRAGMA::GRIFFIN | Dave Griffin | Fri Sep 25 1992 14:24 | 62 |
| Terri Sindelar
Headquarters, Washington, D.C. September 23, 1992
Keith Kohler
Wallops Flight Facility, Wallops Island, Va.
Linda Wenners
Virginia Space Grant Consortium, Hampton, Va.
RELEASE: 92-156
The first student managed and built payload flown on a NASA
sounding rocket was launched successfully Monday, Sept. 21, from the
NASA Goddard Space Flight Center's Wallops Flight Facility, Wallops
Island, Va.
The pilot project, known as the Colorado Student Ozone
Atmospheric Rocket (CSOAR), was developed to demonstrate the use of
sounding rocket flight as a valuable educational tool for undergraduate
and graduate students.
"This is like winning the Super Bowl the first time you try," said
Elaine Hansen, Director of the Colorado Space Grant Consortium.
"It was amazing, beyond words," exclaimed Greg Essmeier, a
student from Colorado State University at Fort Collins.
The payload, designed to measure ozone density in the atmosphere,
was carried aloft by a NASA single stage Orion sounding rocket at 2:32
p.m. EDT. After reaching a 33.5 mile (53.9 kilometer) altitude in 116
seconds, the payload descended by parachute into the Atlantic Ocean
where it was recovered by the U. S. Coast Guard from Chincoteague, Va.
The project was a joint venture between NASA and the Space Grant
Consortiums in Colorado and Virginia.
"This mission was conducted in a very professional manner and will
serve as a model for future projects of this type," according to Joseph
McGoogan, Director of Suborbital Projects and Operations at Goddard
Space Flight Center, Greenbelt, Md.
"It was a real team effort. It wasn't just one person doing it," said
Dan Shrosphire, a graduate student from the University of Colorado at
Boulder, referring to the students working at seven different sites during
the launch.
More than 50 students from six participating Colorado colleges and
universities developed the CSOAR payload during the past 2 years.
Virginia students provided public affairs support and also will provide
post-flight data comparison.
The data will be analyzed and compared with data gathered by
NASA's Earth Radiation Budget Satellite. Results are expected in about 2
months.
The CSOAR launch is supported by the overall NASA Sounding
Rocket program, managed at Wallops for NASA's Office of Space Science
and Applications, Washington, D.C. The NASA program consists of
approximately 30 sounding rockets launched each year from various
worldwide locations.
|
| 753.18 | 1992-92 NASA Education Videoconference Series for Teachers | PRAGMA::GRIFFIN | Dave Griffin | Fri Sep 25 1992 14:33 | 121 |
| UPDATE FOR TEACHERS
PROGRAM GUIDE 1992-93
Four one-hour staff development videoconferences will be delivered via
satellite featuring program briefings by NASA project personnel and
instructional activities demonstrated by NASA specialists in aerospace
education. New program features include:
CAREER CAPSULE--Career and educational information for students from NASA
personnel.
MISSION UPDATE--An update of current and future NASA space missions.
EDUCATION UPDATE--Information about issues and events of interest to science,
mathematics and technology educators.
FEATURED CENTER HIGHLIGHTS--An overview of the NASA Center featured in the
program.
Series Topics
10/20/92 AVIATION
Curriculum Focus: Mathematics, Geography
Description: NASA's research in aerodynamics, navigation, structures and other
areas of aviation are excellent themes for instructional topics in science,
mathematics and technology.
12/15/92 MICROGRAVITY
Curriculum Focus: Physics
Description: NASA research in microgravity has focused on such areas as fluid
dynamics, materials science and biotechnology. Results from these and other
experiments are testing concepts that can be applied in future shuttle missions
and aboard Space Station Freedom.
2/9/93 SPACE STATION FREEDOM
Curriculum Focus: Life Sciences
Description: Canada, Japan, and the European Space Agency have joined NASA in
the construction of what is to be the first permanently manned facility in
space. This program will discuss the many technical and life-support
challenges presented by Freedom's design and deployment.
4/13/93 SPACE TECHNOLOGY
Curriculum Focus: Mathematics
Description: NASA is working on the technologies which will pave the way for
future space missions. These advanced technologies are the cornerstone of U.S.
space activity. Technology development will be explained, from initial concept
to prototype testing in space.
Time:
3:00-4:00pm Eastern
2:00-3:00pm Central
1:00-2:00pm Mountain
Noon-1:00pm Pacific
Satellite:
GE Satcom F2R, transponder 13 (NASA SELECT TV), C-Band, 72 degrees West
Longitude, transponder frequency is 3960 MegaHertz, audio subcarrier
is 6.8 MHz, polarization is vertical.
Highlights:
No cost to receive program
Timely presentations by NASA project personnel
Toll-free telephone interaction with presenters
Current and future NASA mission updates
Publications and other curriculum material for participants
Innovative and useful educational activities
Opportunity to videotape program for future use
Moderator:
Dr. Malcom Phelps, Chief, Technology and Evaluation Branch, NASA Education
Division, Office of Human Resources and Education
School Requirements: C-band satellite receiving system. Alternate
arrangements to receive the satellite signal, such as through the local
cable television system, can be made. Teacher release time. Long distance
phone line for interaction (optional).
Registration/Receiving Sites: Schools and other educational service units
must register to ensure that announcements and publications are received at
the site. Programs are for teacher staff development. Each program is
interactive and designed to be viewed live. Videoconferences are most
successful when sponsored by a school with a coordinator who organizes,
greets, distributes materials and, when possible, plans 'wrap-around'
conferences and related activities.
Production: The 1992-93 NASA EDUCATION SATELLITE VIDEOCONFERENCE SERIES
is produced for NASA's Educational Division by the NASA Technology and
Evaluation Branch, Office of Human Resources and Education, and the
Aerospace Education Services Program, Oklahoma State University (OSU). The
videoconferences are produced with the support of OSU's Educational
Television Services.
To register for the NASA EDUCATION SATELLITE VIDEOCONFERENCE SERIES, please
complete the form below and send to:
NASA Aerospace Education Services Program
ATTN: Rick Collin
Oklahoma State University
300 North Cordell
Stillwater, OK
74078-0422
Name of Participating Institution:
Name of Coordinator:
Street:
City:
State:
Zip:
Telephone: Area Code ( )
|
| 753.19 | Space Science Student Involvement Project - 1993 Contests | PRAGMA::GRIFFIN | Dave Griffin | Wed Nov 18 1992 13:24 | 469 |
| SPACE SCIENCE STUDENT INVOLVEMENT PROJECT (SSIP)
1993 CONTESTS
HOW TO ENTER:
All entries must follow the directions below:
OFFICIAL ENTRY FORM
Submit a neatly completed (preferably typed) entry form with
your entry. It must be signed by you (the entrant), your
parent/guardian, and your teacher/advisor. If entering a
team competition, all team members must sign the entry form.
The signature on this form verifies that the project is of
original design. Mail your entry according to the directions
on the entry form.
WRITTEN DESCRIPTION
Follow the guidelines for each individual contest.
DEADLINE
All entries must be received by 5 p.m., Monday February 1,
1993. Late entries will not be accepted. Material sent by
FAX will not be accepted.
MAILING
Mail all entries to:
NASA Headquarters
Education Division
Attention: SSIP Competition
Mail Stop FEO
Washington, DC 20546
CONTEST RULES
1. Students must be a United States citizen to enter
2. All entries must be accompanied by a completed entry
form.
3. Each student or team must have a teacher/advisor to serve
as coordinator.
4. Entries must be received by 5 p.m., Monday February 1,
1993. Late materials or materials sent by FAX will not be
accepted.
5. The judges' decisions are final.
6. Entries which are incomplete or do not follow guidelines
will be disqualified. Please read all directions before
mailing.
7. All entries become property of NASA-NSTA-SSIP
8. National winners may not re-enter.
Rules and guidelines will be strictly enforced.
INSTRUCTIONS TO THE TEACHER
1. Each student or team must have a teacher/advisor to serve
as coordinator.
2. The teacher/advisor must fill out the evaluation
questionnaire on the back of the brochure to receive
certificates for all of the student entries. It is not
necessary to send more than one questionnaire if you have
more than one student entry.
3. The project entry form must be filled out correctly and
completely. It must be signed by the student or all team
members, parent/guardian, and teacher/advisor.
4. All names must only appear on the entry form, not on any
part of the written document.
5. Please review your student(s) work to ensure all
requirements have been met to prevent disqualification.
JUDGING CRITERIA/AWARDS
INTERPLANETARY ART
JUDGING CRITERIA (total of 50 points):
Points
15 Craftsmanship, composition, skill with media
10 Originality
10 Content of the illustration
10 Written description
5 Attention to detail, neatness, clarity
AWARDS
Prizes given to State and National Winners
Grades 6-12 National winners and teacher/advisor receive an
expense-paid trip to the National Space Science Symposium.
National and honorable mention winning entries will be
exhibited at museums and space centers nationwide.
All students who qualify receive certificates of
participation.
FUTURE AIRCRAFT/SPACECRAFT DESIGN
JUDGING CRITERIA (total of 50 points):
Points
15 Content of the illustration
10 Craftsmanship, composition, skill with media
10 Originality
10 Written description
5 Attention to detail, neatness, clarity
AWARDS
Prizes given to State and National Winners
All students who qualify receive certificates of
participation.
MISSION TO PLANET EARTH
JUDGING CRITERIA (total of 50 points):
Points
15 Scientific validity and critical thinking
10 Creativity and originality
10 Organization, clarity, and appropriate references
10 Suitability of experimental design
5 Content and presentation
AWARDS
Prizes given to State and National Winners
National winners and teacher/advisor receive an expense-paid
trip to the National Space Science Symposium. All students
who qualify receive certificates of participation.
MARS SCIENCE EXPEDITION PROJECT
JUDGING CRITERIA (total of 50 points)
Points
15 Scientific validity and critical thinking
10 Creativity and originality
10 Organization, clarity, and appropriate references
10 Suitability of experimental design
5 Illustrations
AWARDS
Regional winners are eligible to compete for scholarships.
Regional winners and teacher/advisor receive an expense-paid
trip to the National Space Science Symposium.
State/Local winners and their teacher/advisor receive an
expense-paid trip to a space science symposium at a NASA
center. All students who qualify receive certificates of
participation.
AEROSPACE INTERNSHIPS
JUDGING CRITERIA (total of 50 points)
Points
15 Scientific and technical validity
15 Suitability of experimental design
10 Creativity and originality
10 Organization, clarity, and appropriate references
AWARDS
National winners and teacher/advisor receive an expense-paid
trip to the National Space Science Symposium.
National winners of each competition and their
teacher/advisor receive a one-week, expense-paid educational
internship at a NASA Research Center.
All students who qualify receive certificates of
participation.
INTERPLANETARY ART
GRADES 3-12
Imagination is our best tool, used to develop new concepts
and to explore the unknown. Consider traveling through
interplanetary space, what would you see from your
spacecraft?
Students use creative, artistic skills to depict a scene
from interplanetary space, known or unknown. This can
include (but is not limited to) planets, moons, asteroids,
meteoroids, comets, and nebulae in our solar system and
beyond.
GUIDELINES
Use standard traditional art methods to create an original
two-dimensional illustration. Computer-generated graphics or
designs and diagrammatic technique may not be used. The
entry must be unmounted on sturdy art or poster board that
measures 16" x 20", unframed. The suggested media to be used
in creating your illustration are paint, marker, colo
red pencil, crayon, watercolor, pastels, acrylic, ink, and
pencil.
Submit a written description explaining the illustration and
how you, the artist, arrived at the concept. Describe in
detail the scientific composition of what you are seeing and
where you are. The description must be no less than two (2)
and no more than five (5) paragraphs, one (1) page maximum,
typed on a separate sheet of unlined 8-1/2" x 11"
paper.
Label the art, on the back in the upper right hand corner,
with the student's name, teacher's name, and school's name,
address, and telephone number.
Attach the original and two (2) copies of the description to
the entry form. Your name should only appear on the entry
form, not on the description. Entry must be student's
original work. No copyrighted materials, such as comic or
television characters, can be used.
FUTURE AIRCRAFT/SPACECRAFT DESIGN COMPETITION
GRADES 3-5
Every invention was born in someone's dreams.
Students work in a team using creative, artistic, and
written skills to illustrate and explain an original design
of a futuristic aircraft or spacecraft.
GUIDELINES
The design team must consist of 3 students.
Use standard traditional art methods, to create three (3)
original two-dimensional models or illustrations of a
futuristic aircraft or spacecraft. Computer-generated
graphics or designs may not be used. The two-dimensional
models or illustrations should consist of the following:
1) a complete view of the craft
2) a schematic view of the craft's interior
3) a drawing of your choice that best illustrates a special
function you may want to highlight
Each two-dimensional model or illustration must be on sturdy
unmounted art paper or poster board that measures 8-1/2" x
11" unframed. The suggested media to be used in creating
your illustrations are paint, marker, colored pencil,
crayon, watercolor, pastels, acrylic, ink, and pencil.
Label the art, on the back in the upper right-hand corner
with the students' name, teacher's name, and school's name,
address, and telephone number.
The entry must be the students' original work. No
copyrighted materials, such as comic or television
characters can be used.
Submit a written description explaining the illustration and
how the students arrived at the illustration concept.
Describe in detail, the type of craft, size, shape,
materials used, destination, its mission, and value to
humankind. The description may be a combination of text and
illustrations and must include information regarding the
contribution and role of each team member. It must have no
less than five (5) and no more than ten (10) pages, typed,
double-spaced on unlined 8-1/2" x 11" paper.
Attach the original and two (2) copies of the description to
the entry form. The names should only appear on the entry
form and art, not on the description.
MISSION TO PLANET EARTH PROJECT
GRADES 6-8
"Mission to Planet Earth is a comprehensive program to study
the Earth from space. Through it, we hope to learn how the
Earth's climate works, and in particular, how human
activities are affecting the global climate. We need this
information to understand what we as a species are doing to
our planet."
Dr. Lennard A. Fisk
Associate Administrator for
Space Science and Applications
NASA Headquarters
May 13, 1992
Your mission is to develop a model for an interdisciplinary
program using satellites to investigate the effect of human
activity on the Earth's ecosystem.
GUIDELINES
Students work in a team of 3 members.
The project will include the following components:
Abstract
A concise statement, 50 words or less, describing the
overall proposal.
Analysis of Problem
Which human activities are most likely to cause global
change? What would be the predicted nature of the change?
Given limited funds, which factors affecting the Earth's
ecosystem should be studied first?
Experimental Design
What problem(s) or factor(s) affecting the Earth's ecosystem
will be investigated? What is the hypothesis? What data are
needed? How will it be collected? For space-based
observations consider the following: the number of
satellites; type of instruments; type of orbit; and length
of time in orbit.
Plan for the Future
How can we reduce the impact of human activity? How do we
get the population to agree to the changes? How do we avoid
economic and social problems?
Bibliography
List all literature and other sources used in developing
your project.
The project may be a combination of text and illustrations.
It must have no less than ten (10) and no more than fifteen
(15) pages, typed, double-spaced on unlined 8-1/2" x 11"
paper.
Attach the original and two (2) copies of the project to the
entry form.
The entry must be the students' original work. No
copyrighted materials, such as comic or television
characters can be used.
AEROSPACE INTERNSHIP COMPETITION
GRADES 9-12
Students propose and write experiments that could
theoretically be performed at one of the following
facilities.
1. SUPERCOMPUTER
The internship will take place at NASA Ames Research Center
in Moffett Field, CA, where the Numerical Aerodynamic
Simulation (NAS) computer is located.
Possible research areas:
Parallel Computing to include parallel architectures,
computation algorithms, and languages.
User Interfaces to include user environment tailoring
visualization, grid generation and result data analysis.
Computing Systems Research to include communications,
storage, distributed processing, and data management.
For brief background information, contact:
NASA Ames Research Center
Educational Programs Office
Supercomputer Internship Project
Mail Stop TO25
NASA Ames Research Center
Moffett Field, CA 94035
2. DROP TUBE
The internship will take place at the NASA Lewis Research
Center in Cleveland, OH, where the drop tube zero gravity
research facility is located.
The 145-meter drop tube facility supports research and
development programs that investigate various physical
sciences, materials, fluid physics and processing systems.
Proposed experiments must be designed to be conducted in a
cylindrical experiment capsule for a drop duration of up to
5 seconds.
For brief background information, contact:
NASA Lewis Research Center
Educational Programs Office
Attn: SSIP Internship
Mail Stop 7-4
NASA Lewis Research Center
Cleveland, OH 44135
3. WIND TUNNEL
The wind tunnel testing facility is located at the NASA
Langley Research Center in Hampton, VA, where the internship
will be conducted. The wind tunnel is 30 feet high and 60
feet wide, (9 meters by 18 meters), and capable of
generating wind speeds of up to 100 mph.
For brief background information, contact:
NASA Langley Research Center
Educational Programs Office
Attn: SSIP Internship
Mail Stop 145 A
Langley, VA 23665
4. SPACE STATION FREEDOM
The Space Station Freedom internship will take place at the
NASA Johnson Space Center in Houston, TX.
Proposals should include unique variables found in space and
the space station environment such as microgravity,
radiation and the space vacuum.
For brief background information, contact:
NASA Johnson Space Flight Center
Educational Programs (AP 4)
Attn: SSIP Internship
Houston, TX 77058
Guidelines
Each proposal should be formatted exactly as follows:
1. Entry form
2. Title page
3. Abstract--a concise statement, 100 words or less,
describing the overall proposal. 4. Introduction
5. Description of problem/hypothesis
6. List of materials essential to the experiment
7. Procedures
8. Analysis of data collected in experiment
9. Bibliography
The body of the proposal may not exceed 1,000 words. All
proposals must be typed, double-spaced, on white 8-1/2" x
11" paper. Each page must be numbered. The student's name
should appear only on the cover sheet. No reference to the
student or location should appear in the proposal.
Proposed experiments must not require open flames, toxic
chemicals, temperature extremes, high voltage discharge, or
mammals (other than humans) as test subjects.
Submit the original paper along with two (2) photocopies.
MARS SCIENCE EXPEDITION PROJECT
GRADES 3-4
"Our goal: To place Americans on Mars--and to do it within
the working lifetime of scientists and engineers who will be
recruited for the effort today. And just as Jefferson sent
Lewis and Clark to open the continent, our commitment to the
moon/Mars initiative will open the universe. It's the
opportunity of a lifetime--and offers a lifetime of opportunity."
President George Bush
February 2, 1990
Students plan and design a model for an expedition to Mars
and propose an experiment to be done sometime during the
journey.
Guidelines
The project will be done by an individual student.
The project will include the following components:
Introduction
What is your overall plan for your expedition? What is the
make-up of the crew? What social problems might arise or be
solved? What is this mission's value to humankind?
Logistical/Engineering
What information about Mars is necessary to gather before
the mission is to take place? How will you travel? How long
will the journey take? What timetable is realistic? What are
the design concepts of your transportation, life support
system, and habitat (if needed)? What available materials
will be used?
Scientific Expedition Proposal
What major scientific question could be answered by the Mars
science expedition. Propose and write an experiment that
could be done enroute or on the surface of Mars. The
proposal for your experiment should include the following:
title page, abstract (100 words or less), hypothesis,
materials, procedures, and data analysis.
Bibliography
List all literature and other sources used in developing
your proposal and expedition.
The project may be a combination of text and illustrations.
It must have no less than fifteen (15) and no more than
twenty (20) pages, typed, double-spaced on unlined 8-1/2" x
11" paper.
Attach the original and two (2) copies of the project to the
entry form.
The entry must be the student's original work. No
copyrighted materials, such as comic or television
characters can be used.
|
| 753.20 | Educational broadcasts feature role models | PRAGMA::GRIFFIN | Dave Griffin | Wed Dec 16 1992 09:37 | 78 |
| Terri Sindelar December 11, 1992
NASA Headquarters, Washington, D.C.
Patrick Golden
Virginia Space Grant Consortium, Hampton, Va.
RELEASE: 92-221
To encourage students to study math and science, a 5-part series of
teleconferences will be broadcast nationwide highlighting young minority and
female student aerospace researchers as role models for middle and high school
students.
The series, called "Reaching for the Stars", premiers Dec. 16.
Subsequent programs will be broadcast on Feb. 10, March 17, April 7 and May 12.
Each half-hour telecast begins at 2 p.m. Eastern time.
"Reaching for the Stars" presents viewers with a realistic picture of
the personal and academic paths five college students, from Virginia Space
Grant Colleges, took to reach their present courses of study in math, science
and engineering. Students will discuss their research and teach a lesson on a
basic math or science concept pertinent to their research.
The experiences of the student researchers featured in this series
will help student viewers understand the need for strong academic preparation
in math and science to take advantage of future high-tech work opportunities.
The students will discuss factors that influenced their career choices and
suggest ways the student viewers can follow similar paths. The television
audience can call in questions to the student researcher during each broadcast.
To register for the free "Reaching for the Stars" series, contact Old
Dominion University's Academic Television Services at 800/548-4807. Sites
registering will receive satellite coordinates and resource packets with
additional classroom activities and suggestions for further readings.
The series also will be broadcast on NASA Select TV, via Satcom F2R,
Transponder 13.
"Reaching for the Stars" program highlights include:
% Dec. 16, 1992 - Apriel Hodari, pursuing a master's degree in
physics at Hampton University, is researching the ways in which a laser can be
used to detect windshear Q the sudden change of wind direction and intensity
that can lead to airplane crashes.
% Feb. 10, 1993 - Rebecca Bourn is in the second year of her
master's program in applied math at the University of Virginia,
Charlottesville. Bourn has been studying the phenomenon of turbulence in fluid
flow. Rebecca is using mathematical models to study the conditions under which
turbulence occurs.
% March 17, 1993 - Wendy Kraus, a senior majoring in chemistry
at the College of William and Mary, Williamsburg, is studying the properties of
the element boron that may make it an effective protective coating for a space
station or during travel to Mars and beyond.
% April 7, 1993 - Derrek Dunn is working toward his doctorate
in Electrical Engineering at Virginia Tech, Blacksburg. Dunn is researching the
effects of different Earth orbits on antenna beam efficiency.
% May 12, 1993 - Lillianne Troeger, a mechanical engineering
graduate student at Old Dominion University, Norfolk, is studying how advanced
propulsion systems can be applied to civil transportation.
"Reaching for the Stars" is co-produced by the Virginia Space Grant
Consortium (VSGC), NASA and Old Dominion University. Substantial support for
this series was provided through NASA Headquarters' Minority University
Research Program and the Education Division.
The Virginia Space Grant Consortium is part of a nationwide network of
NASA's National Space Grant College and Fellowship Program. The VSGC and its 14
partners in Virginia develop programs that promote teacher training and
curriculum enhancement and encourage adequate math and science preparation
among students for America's future high-tech workforce needs.
Source:NASA Spacelink Modem:205-895-0028 Internet:192.149.89.61
|
| 753.21 | International Student Space Simulations | VERGA::KLAES | Life, the Universe, and Everything | Wed Feb 17 1993 15:50 | 36 |
| From: DECWRL::"[email protected]" "MAIL-11 Daemon" 15-FEB-1993 14:04:42.19
To: Multiple recipients of list NEW-LIST <[email protected]>
CC:
Subj: NEW: ISSS: International Student Space Simulations
ISSS on [email protected] - International student Space Simulations
or [email protected]
International Student Space Simulations is an exciting, dynamic
teaching method that challenges students to design, construct, and
live in a self-contained habitat for an extended period of time. It
is a multilevel, interdisciplinary, action-based program that enables
students to apply what they have learned towards the successful
"launch," "orbit," and "splashdown" of an extended space simulation.
Throughout the simulation, student astronauts communicate with Mission
Control technicians (also students) via 2-way radio, modem-equipped
computers, and/or VCR cameras and monitors. Inside the habitat,
astronauts perform experiments, work on previously recorded lessons,
engage in simulated docking maneuvers, retrieve and repair satellites,
prepare meals . . . The possibilities are endless.
If you would like to join the ISSS discussion list, please send an
e-mail message to either Chris Rowan ([email protected]) or Penny Bond
([email protected]) with your name, institution, grade level (if
applicable) and reason why you would like to be added to the list.
Please indicate whether you are a current ISSS member.
Owners: Chris Rowan ([email protected]),
Penny Bond ([email protected]),
and Jim Jones ([email protected])
% ====== Internet headers and postmarks (see DECWRL::GATEWAY.DOC) ======
% From: Chris Rowan <[email protected]>
% Subject: NEW: ISSS: International Student Space Simulations
|
| 753.22 | NASA Teaching Resource Center | VERGA::KLAES | Quo vadimus? | Tue Aug 17 1993 11:56 | 101 |
| Article: 69466
From: [email protected] (DJ Byrne)
Newsgroups: sci.space
Subject: NASA Teaching Resource Centers
Date: 16 Aug 1993 21:56:50 GMT
Organization: Telecom Analysis Group, Jet Propulsion Lab
>From: Bill Higgins-- Beam Jockey <[email protected]>
>>dj@haagar writes:
>> _Planetary_Activities_, an educational lesson plan (for Pan, which as
>> of the publication above was still 1981S13).
>
>Say, how could I get a copy of this? Does it originate with JPL? I've been
>looking for ways to introduce kids to planetary science with hands-on
>exercises.
*** I have nothing whatsoever officially to do with any of this. ***
That said,
There are a number of very good NASA publications and classroom oriented
lesson plans, and several new ones come out every year. The best way to
find out about them is to visit (or write - but then you can't browse)
one of the Teaching Resource Centers NASA has at some (all?) of its
centers. I only know JPL and Goddard have them for sure.
The lure - tons of materials are mailed out free of charge to anywhere
in the country (at least), including but not limited to lesson
plans, posters, and video tapes.
The catch - the TRCs are funded to send materials to teachers, not the
general public. They're very nice people, and the material isn't
copyrighted, but they can't afford (time or money) to reproduce and
ship stuff to non-teachers.
The bottom line - send your request on your school's letterhead, or work
with someone who is a teacher and photocopy what they get.
The one here:
Jet Propulsion Laboratory, M/S CS-530
Attn: Teaching Resource Center
4800 Oak Grove Drive
Pasadena, CA, 91001-4121
(818) 354-6916
If you're in the area, the physical location is at Clark Junior high,
4747 New York Ave., La Crescenta, CA. Their hours are (PDT)
M 7-5, T-R 7-7, F 7-4
Information about borrowing samples of lunar soil for the classroom
is also available.
Of course, the general public can also always write to PUBLIC INFORMATION
at any of the NASA centers, or hit the anonymous FTP places, etc. (see
the FAQ in charon.mit.edu, /pub/usenet/sci.space). They may not have
access to all of the same stuff, though.
*************** This excerpt from a TRC flyer ***************
Educators can get a variety of teaching materials produced by NASA/JPL
from the Teaching Resource Center. Booklets, lithograph pictures, posters,
videotapes and curriculum materials can be obtained either by written request
or by visiting the TRC.
Printed materials are free and include:
A Teacher Information Package (with lithographs and booklets
about NASA/JPL missions)
A set of large posters for the classroom
Additionally, we offer six videotape collections, each about 2
hours long, entitled:
The Best of JPL
The Travels of Voyager
JPL Computer Graphics
The Shuttle Collection
The Apollo Collection
Elementary Science from Space (1.3 hours)
Teachers can obtain these tapes by sending or bringing us a new, quality
brand (*) VHS cassette (still sealed) for each JPL tape. If you bring the
blank tapes to our center, we will swap on the spot for the JPL tapes. Mail
requests should be sent to the [ above address ].
The Jet Propulsion Laboratory has one of NASA's outstanding educational
outreach programs. Please feel free to avail yourself of the materials and
services we provide.
(*) The following tapes (and no others) will be accepted: Ampex, BASF, Fuji,
JVC, Kodak, Maxell, Memorex, Panasonic, Polaroid, RCA, Scotch, Sony, TDK, 3M,
Zenith.
*************** End excerpt ***************
--
DJ Byrne (818)354-8889 [email protected]
Jet Propulsion Lab., M/S 161-241 #include <std/disclaimer.h>
4800 Oak Grove Drive The difficult we do immediately,
Pasadena, CA 91109 the impossible takes a little longer.
|
| 753.23 | NASA education telecasts scheduled for 1993-1994 school year | PRAGMA::GRIFFIN | Dave Griffin | Tue Aug 24 1993 14:54 | 84 |
| Terri Sindelar
Headquarters, Washington, D.C. August 23, 1993
RELEASE: 93-150
The 1993-94 season schedule of NASA's Update for Teachers telecasts
will feature presentations on astronomy, life sciences research, high-speed
aeronautical research and the environment and global change.
Now in its seventh season, Update for Teachers is a series of four,
1-hour, live and interactive education television programs broadcast via
satellite to schools in all 50 states, Canada, Mexico and Puerto Rico between
3-4 p.m. Eastern time. Last season, over 2,000 education institutions
participated in the series.
The telecasts update teachers on NASA programs through discussions with
scientists and engineers. Aerospace education specialists also demonstrate
classroom activities and announce new education programs, products and
activities available to teachers. The live broadcasts are interactive,
allowing viewers to phone in questions.
The 1993-94 season schedule includes:
Mission to Planet Earth Oct. 5, 1993
Astronomy Nov. 30, 1993
Life Sciences Research Feb. 8, 1994
High Speed Aeronautical Research May 3, 1994
The "Mission to Planet Earth" episode will explore how the fragile
planet Earth is experiencing profound environmental changes and how NASA, in
cooperation with its international partners, will observe, interpret and
predict environmental changes on the local, regional and global scale.
The "Astronomy" episode will discuss how, in the past few years,
knowledge of the universe has advanced dramatically. Hubble Space Telescope is
making discoveries about the universe and has found increasing evidence for the
existence of black holes.
The Cosmic Background Explorer spacecraft has provided measurements of
the feeble remnants of creation's "Big Bang". The Compton Gamma Ray Observatory
is investigating the most energetic systems and violent events in the Milkey
Way galaxy and recently has discovered an intense, new x-ray pulsar.
The "Life Sciences Research" episode will discuss how the results and
applications of NASA's various research programs allow humans to safely live
and work in space. Researchers examine how the harsh environment of space
(increased radiation, reduced gravity and loss of atmosphere) affects humans.
The results of life sciences research also can be applied to current ongoing
medical research on Earth.
"High-Speed Aeronautical Research" is underway at NASA, in cooperation
with the U.S. aeronautics industry, to develop the technology to build a
supersonic transport aircraft capable of flying passengers at speeds of Mach
2.4 to destinations in a fraction of the current time.
The episode will address environmental concerns about the effects of
emissions on the atmosphere and engine noise level. NASA engineers will
explain the technologies needed in areas such as chemistry, materials, fluids
and atmospheric sciences to develop an environmentally-sound aircraft system.
Update for Teachers is one of NASA's major telecommunications projects,
providing educators with resources for teaching mathematics, science and
technology subjects. The target audience is elementary and secondary school
faculty as well as other educational institutions such as planetariums, science
centers, libraries and organized youth groups.
Educational institutions may receive the signal through school
satellite antennas and through participating cable television systems. There
is no charge to participate in the educational broadcast, but schools should
register in advance to receive announcements, publications and other materials
for teacher-participants.
To register for the series, teachers should write to NASA Aerospace
Education Services Program, Video-conference Coordinator, 300 North Cordell,
Oklahoma State University, Stillwater, Okla., 74078-0422, or call 405/744-
7015.
The educational broadcast series is produced for NASA by the Aerospace
Education Services Program from the Oklahoma State University
Telecommunications Center, Stillwater.
- end -
|
| 753.24 | Uplink notice: AERONAUTICS & SPACE REPORT" #262 | PRAGMA::GRIFFIN | Dave Griffin | Thu Sep 23 1993 14:36 | 68 |
| SATELLITE FEED DATE: WEDNESDAY, SEPTEMBER 29, 1993
PROGRAM: "AERONAUTICS & SPACE REPORT" #262
UPLINK TIMES: 1:00 PM ET - SATCOM F2-R TRANSPONDER 13
1:30 PM ET - SBS-6 TRANSPONDER 2
SATELLITE COORDINATES
SATCOM F2-R - Frequency "C" band - orbital position 72 degrees West
Longitude - transponder 13 - frequency 3960.0 mhz vertical
polarization. Audio 6.2 and 6.8 mhz. Two playbacks, both audio
tracks each feed. (Channel 1 [full mix], Channel 2 [effects]).
SBS-6 - KU band - transponder 2 vertical. Uplink Frequency 14049.5
Downlink frequency 11749.5 - Orbital position 95 degrees West
Longitude. Audio 6.2 and 6.8 mhz. Two playbacks, both audio
tracks each feed.
THE FOLLOWING 4 NEWS FEATURES WILL BE UPLINKED
"GREENLAND ICE"
Researchers from NASA and several universities recently used
airborne and ground-based instruments to measure Greenland's
southern polar glacial elevations, aiding scientists in
understanding the potential effects of global climate change. A
science crew, using snowmobiles and sledges, conducted ground
studies beneath the flight path of a highly instrumented research
aircraft to verify airborne data.
"RADAR IN SEARCH AND RESCUE"
Since the early 1980's, search and rescue teams have taken
advantage of a NASA initiated international effort called COSPAS-
SARSAT to help find missing small boats and planes. While the
program has already saved thousands of lives, it has been limited
by the beacons themselves, which do not always activate as
designed. Researchers from NASA's Goddard Space Flight Center are
currently investigating a radar system that can "look through"
foliage or any type of inclement weather that might be present.
If successful, it could help both the lost and their rescuers.
"SOUNDING ROCKETS"
A group of veteran rocketeers from NASA's Wallops flight Facility
in Virginia routinely assemble at the White Sands Missile Range in
New Mexico to launch small scientific payloads into space.
Sounding rockets can be precisely lobbed outside the earth's
atmosphere to do short duration experiments like atmospheric
chemistry, microgravity research and astronomy. Sounding rocket
research is important because it allows research in areas above the
range of scientific balloons but below where satellite normally
orbit.
"NEW LOW VISION DEVICE"
There are over 3 million Americans with low vision. Inspired by
NASA's work in virtual reality, researchers at Johns Hopkins in
Baltimore have come up with a head mounted display for the visually
challenged. It features a small camera through which the wearer
views the world. A prototype of the device is currently being
evaluated at Veterans Hospitals around the country.
|
| 753.25 | AstroKids | VERGA::KLAES | Quo vadimus? | Thu Sep 30 1993 12:53 | 133 |
| From: US1RMC::"[email protected]" "Andrew Yee, Science North"
29-SEP-1993 21:27:55.79
To: [email protected]
CC:
Subj: AstroKids simulate space mission
[From the July 2 issue of RESEARCHER NEWS, the biweekly newsletter
of NASA Langley Research Center, Hampton ,VA.]
ASTROKIDS SIMULATE SPACE MISSION
By Kirsten Williams
Although the children from Carpenter Elementary School, Wolfeboro, N.H.,
appear to be average students, once they board their space plane and
man mission control, they magically metamorphose into AstroKids. On
June 25, the AstroKids arrived on Center to take spectators on a simulated
space odyssey.
The students, aged nine though 13, have created the Kids Aerospace
Simulation Activities (KASA), a project consisting of a space plane, a half-
size school bus that serves as mission control, and computer and video
simulations. During the forty-minute mission, the AstroKids depart a base
on Mars in search of a solar flare.
KASA is formed
The idea for KASA was conceived two years ago, when Carpenter
teacher, Dr. Irene Ladd, took students to Sapce Camp at the University of
Alabama. The following year, Ladd attended the NASA Educational
Workshop for Elementary School Teachers (NEWEST) at Langley,
providing her with a better background in the space-related sciences. The
NEWEST program also furnished Ladd, whose multiaged class consists of
fourth, fifth and sixth-graders, with "excellent resource materials" that
encouraged the problem-based, hands-on study method she uses in her
classroom.
While working on KASA, students learned from each other. "My main
function was as a facilitator," Ladd said. "I start with the older children
and they become the teachers for the younger children." By becoming "mini-
experts" in their fields, students experienced a form of empowerment that
generated enthusiasm for the material, she said. The six displays about
astronomy and life on Mars presented at last week's program, initially
functioned as teaching aids for the students, as they shared their learning.
Technology for simulation
The students worked with complex computer and laser disk technology to
complete the simulation. "I don't know how to run the computers," Ladd
said. "The students had to read the manuals" to run them. The students
videotaped scale models and used computers to animate the images that
appeared in the space plane during the mission. They combined these
images with NASA film clips and transferred them onto a laser disk that
runs the simulation. Parents and other volunteers aided the children,
donating time, supplies and expertise.
Because Wolfeboro has a booming tourist industry, parents had ample
time during the off-season to help with the project. "The bus was totally
taken over by one of the fathers," who donated the vehicle and
transformed it into mission control, Ladd said.
The enthusiasm of the Wolfeboro community mirrored the enthusiasm of
the children. When the parents saw the frame for the space plane, their
imaginations were sparked. "They were like little kids," Ladd said.
Never underestimate AstroKid power
Ladd insists that students are capable of handling advanced projects like
KASA. "We need to stop underestimating children [and] what they're
capable of doing," she said. However, the students ocassionally became
mentally exhausted. "They would ask me if they could have a brain rest,"
she added.
Ladd and her AstroKids hope to spark the imaginations of others
throughout the state of New Hampshire by transforming KASA into the
focal point for a summer camp. Other plans for expansion include
upgrading the plane's cockpit so it looks "more futuristic", building a habitat
for 24-hour missions, and connecting the cockpit and mission control
through computer hookups. "We are now in phase one," Ladd said. "My
next goal is to get the technology we need to do more sophisticated
programming."
Meanwhile, Ladd and the AstroKids hope to expand KASA's radius of
involvement by keeping the show on the road.
* * *
NEWEST PROGRAM BOOSTS MATH AND SCIENCE
By Kirsten Williams
Dwindling student interest in math and science poses a unique problem in
an age of rapid technological advancement. NASA, in turn, has proposed
a unique solution: engaging elementary school teachers in an honors
workshop that fosters creativity and enthusiasm for science and technology.
>From June 20 to July 2, NASA Langley hosted 23 teachers from several
states in the NASA Educational Workshop for Elementary School
Teachers (NEWEST) program. The fun, yet demanding, ten-day
workshop was conducted by Shelley Canright, NASA Langley NEWEST
coordinator, and Ellen Vaughn, National Science Teachers Association
NEWEST coordinator.
The multifaceted agenda included tours of Center facilities, seminars by
Center researchers, and hands-on activities. During NEWEST Sharing,
teachers discussed ideas and methods for translating their experiences
into classroom material across the curriculum. NEWEST emphasizes the
visual and "learning by doing," Canright said. "It's a model for teachers of
what can be done in a classroom."
NEWEST concluded today with an Aerospace Olympiad. According to
Canright, "The purpose of the Olympiad will be to provide the NEWEST
participants an opportunity to demonstrate the translation of aeronautics
and space science to the elementary and middle school curricula." The
teachers, competing in squadrons, had seven total activities to complete in
the Olympiad. In one event, called "Under the Hood", the teachers
donned grocery bags covered their faces and navigated a course using
only a compass, a stop watch, and a guide. This event simulated a plane
pilot attempting to land in foul weather using only his instruments.
Each year, 115 outstanding elementary teachers from across the nation
spend ten days at one of five Agency centers as participants in the
NEWEST program. Any elementary teacher with five years teaching
experience may apply for the highly competitive program. The NEWEST
program, along with a similar program for seven through twelfth grade
teachers, has constructed a base of over 1,750 enthusiastic trachers
across the nation.
NEWEST is one of several NASA outreach programs whose aim is to
focus students' attention on math, science and technology at the
elementary through high school levels. During fiscal year 1991, NASA
spent over $96 million on its 272 outreach programs. NEWEST, now in its
sixth year, is, as its name suggests, one of NASA's most recent
developments.
|
| 753.26 | LIVE FROM... OTHER WORLDS | PRAGMA::GRIFFIN | Dave Griffin | Thu Oct 21 1993 10:02 | 143 |
| A pilot project using Space Technology to take students on "Virtual Field
Trips" via Interactive Television and Computer Networks
"LIVE FROM... OTHER WORLDS" is a mini-series of 3 interactive television
programs, currently targeted for broadcast on December 1st, December 3rd and
December 7th, 1993 and airing LIVE at 13:00 hrs. Eastern, 10:00 hrs. Pacific
and 08:00 hrs. in Hawaii. This demonstration project will focus on a
fascinating scientific topic: how robot explorers open up areas of this world
and others for discovery. It will show how "telepresence" research being
conducted by NASA extends human eyes and minds to the depths of the Antarctic
oceans as a prototype for techniques by which humans on Earth will in the
future be able to probe the planet Mars. "LIVE FROM... OTHER WORLDS" will be
supported by print and computer materials for students and teachers.
The project will use the rapidly developing capabilities of space technology
and satellite television distribution to bring remote sites and dynamic
researchers directly into classrooms across America in a series of electronic
field trips. The students' guides on these voyages of discovery will be a
diverse group of dynamic and eloquent researchers, men and women often in their
late 20's and early 30's, who have made scientific achievement their entry
ticket to a lifetime of discovery.
The interactive component of the programs will allow some students to question
these researchers, live and on-camera. In order to permit an additional degree
of interactivity not practicable during the broadcasts alone, computer-based
"discussion centers" (via mail lists and newsgroups) will be used. This will
allow other pupils and teachers to contact scientists seen during the programs
through electronic correspondence for further information and with follow-up
questions, . The Email feedback will be organized by PBS LEARNING LINK and by
NASA's K-12 NREN Initiative (National Research and Education Network). The
on-line networks will also allow researchers in Antarctica and in America to
post daily updates on their activities, allowing students a very personal
window on what careers in science are really like. In addition, an archive of
relevant materials will be kept on-line using modern Internet tools (anonymous
FTP, Gopher and WAIS). Additional details about these services will be released
shortly.
NASA has created an Electronic mail list to help interested parties keep
informed of current developments regarding this project. To join this
maillist, send an Email message to [email protected]. In the
first line of the mail message, write the following information: subscribe
livefrom
As part of this project, NASA is collecting lesson plans which will be freely
shared. Information is desired on the following topics: robotics/virtual
reality/telepresence, Mars, Antarctica and marine ecology . If you have
developed such curriculum supplements that you would like to make widely
available, please send a note to [email protected].
Please describe the content and targeted grade level. If the information is
simple ASCII text, please include it with your note. If the curriculum
supplement is in another form (for example, Hypercard stack or Postscript
file), please provide details so that a proper transfer can be arranged.
Also, NASA would like to work directly with network providers to raise the
quality of interaction between scientists and classrooms. The goal here is to
encourage network providers to add value for their constituent subscribers by
further organizing information or by coalescing questions and answers. If you
represent a K-12 network provider (state network or other) and would like to
explore this opportunity, please write to [email protected].
The live television programs will be 35-40 minutes in length, designed for use
within a normal classroom period (CHECK LOCAL LISTINGS FOR EXACT BROADCAST
AND/OR RE-BROADCAST TIMES). The series will be distributed over Public
Television stations and/or satellite educational networks such as SERC
(Satellite Educational Resources Consortium) and outlets such as NASA/Select.
The educational content of the project will be suitable for use by all Middle
School grades, though upper Elementary students and High School grades 9 and 10
will find the programs interesting and instructive. Succinct and informative
print packages (distributed in advance of the broadcasts) and on-line materials
will suggest inter-disciplinary, hands-on classroom activities.
The project is being developed by some of PBS's most experienced producers of
science specials and series (COSMOS, several NOVA programs, CREATION OF THE
UNIVERSE, LIFE ON ICE, CHILDHOOD) and originates from WHRO, the Public
Telecommunications Center for Hampton Roads, Virginia, a leader in the use of
satellite technology for distance education.
A high point of the three programs will come in the second program when a group
of students at NASA's Ames Research Center in California will be able to
"drive" a robot camera system -- a Remotely Operated Vehicle or "ROV" -- 10,000
kilometers away, deep under the Antarctic ice. The first program will show why
Antarctica serves as an analog for "other worlds" in space, and how technology
being researched there can assist in the exploration of the planet Mars. The
third and final program will show cutting-edge NASA research on "virtual
reality", robotics and telepresence. Again an opportunity will be provided for
live student interaction with expert researchers and advanced technology.
"LIVE FROM...OTHER WORLDS" will deliver the most contemporary science in an
entertaining format, providing a unique face-to-face encounter with distant and
exotic lands and the young men and women who are privileged to explore them,
using television to inform, inspire, motivate and educate. Informal feedback
and formal evaluation will contribute to the development of what is intended to
become an ongoing series of 3 integrated video, print and computer projects
each academic year, on such diverse but fascinating scientific topics as
volcanoes, dolphins and dinosaurs, the possibility of extraterrestrial life and
life as an astronaut.
CREDITS:
LIVE FROM...OTHER WORLDS is a production of GEOFF HAINES-STILES PRODUCTIONS in
association with WHRO and THE INNERSPACE FOUNDATION. V-QUEST (Virginia Quality
Education in Science and Technology), a State Systemic Initiative funded
through the National Science Foundation, is an educational partner in the
project. Hawaii Public Television, the State Department of Education and the
University of Hawaii will provide a 3rd live origination site in addition to
WHRO and NASA/Ames. The Internet support is made possible through funding from
NASA's High Performance Computing and Communications Program (HPCC). The video
production has been made possible in part by the support of NASA's "Mission
from Planet Earth" Study Office and NASA's Education Division. Communications
and other resources are being provided by Ames Research Center's NSI project
(NASA Science Internet), the "Center for Mars Exploration" and the Telepresence
Project, whose research in Antarctica has been funded by the Offices of Space
Science and Advanced Concepts and Technology, as part of the joint NASA-NSF
"Antarctica Space Analog Program". NSF's Office of Polar Programs provides
operational and logistic support for all American research projects in the
Antarctic.
Additional support for the development of educational materials has also been
provided by The Planetary Society and The SETI Institute.
CONTACTS:
Larry Crum
WHRO/Hampton Roads
5200 Hampton Blvd., Norfolk, Va. 23508
voice: 804-489-9476 fax: 804-489-0007 e-mail: [email protected]
(FOR ALL PBS BROADCAST AND OTHER INFORMATION)
Geoff Haines-Stiles or Erna Akuginow
GEOFF HAINES-STILES PRODUCTIONS
voice: 908-273-4108 fax: 908-277-9590 e-mail: [email protected]
(FOR COMMENTS AND SUGGESTIONS ON PROGRAM CONTENT, etc.)
Marc Siegel
NASA K-12 NREN Initiative
voice: (415) 968-2598 fax: (415) 968-9505 e-mail:
[email protected]
(FOR ISSUES RELATING TO INTERNET DISTRIBUTION)
Erica Marks or R. Spielvogel
PBS Learning Link
voice: (212) 708-3056, email: [email protected]
(FOR ISSUES RELATING TO LEARNING LINK)
|
| 753.27 | The FOSTER Program | MTWAIN::KLAES | Be Here Now | Thu Apr 28 1994 14:05 | 285 |
| From: VERGA::US4RMC::"[email protected]" 27-APR-1994
To: [email protected]
CC:
Subj: FOSTER program
Hello,
Although the Live From Other Worlds project ended in February, NASA is
beginning another similar project next week. This time the NASA
researchers are airborne astronomers. Details on the project are
listed below. We welcome your participation.
Also we will shortly be Emailing a survey to capture your thoughts on
Live From project. We would appreciate your response to that. Thanks
_____________________________________________________________________
NASA is pleased to announce FOSTER On-line, another project in the
"Sharing NASA with our Classrooms" series.
FOSTER On-line will plug an airborne astronomy missions group into
cyberspace. These researchers fly on NASA's Kuiper Airborne
Observatory with an infrared telescope at 41,000 feet; the altitude
diminishes problems with atmospheric absorption. The women and men
involved in this research will be based in both Hawaii and California in
May and early June. During this time they hope to share the excitement
of a NASA research project with K-12 classrooms via the Internet.
Frequent project updates will be sent almost every day. Students and
teachers will be encouraged to send question to the team via Email.
Various background materials including articles, lesson plans and
images will be made available via gopher and FTP. A video documentary
about the research team will be aired via satellite once per week. The
remainder of this message will provide details on the various components.
____________________________________________________________
Project updates and announcements
To receive reports on the status of the research project and other
announcements, please send an Email note to:
[email protected]
In the first line of the message, write the words:
subscribe updates-foster
Within a few minutes, you should receive a confirmation note that
you have been added to the list of participants. You may sign up
for this service today. The frequent updates will start arriving
on May 3 and should continue until June 10 of 1994.
____________________________________________________________
Sending Email to the research team
The men and women of the research team will be available to answer
questions from K-12 students and teachers. We will acknowledge and
answer all questions as quickly as possible. Our goal is to provide
some type of personal response within a day or two.
These questions will be accepted from May 3 to June 10, 1994.
To send a message during these times, address the Email to
[email protected]
In the subject field, please put the letters "QA:" before a descriptive
subject. The following example should illustrate this idea
TO: [email protected]
FROM: your Email address
SUBJECT: QA: bumpy ride?
Hello,
I am a seventh grader from Amarillo, Texas. I saw that the weather was
bad in Hawaii yesterday. Did this cause your flight to be bumpy? Is it
still possible to use the telescope when there is a lot of turbulence.
Thanks,
Susie Hernandez
If you or your class have several questions that are unrelated, it would
be best to send separate messages instead of one message with many
different questions.
All of the question/answer pairs will be placed on-line. If you would
like to receive ongoing Email with answers to previously asked
questions, please send an Email note to:
[email protected]
In the first line of the message, write the words:
answers-foster
____________________________________________________________
On-line repository of background material
Information related to this project will be made available on the
Internet on on our server at quest.arc.nasa.gov. Included on-line will be
material about the Kuiper Airborne Observatory, the mission plan, the
people involved in this work, lesson plans, an archive of updates and
question/answer pairs, images and other goodies.
Some of this information is available now and more material will be
continuously added until June 10.
This repository may be accessed using either Gopher or Anonymous FTP.
To use Gopher, open a connection to quest.arc.nasa.gov.
The main menu will look something like this:
1. NASA K-12 Information/
2. Frequently Asked Questions about Internet in School
3. Global Quest: A Video about the Internet in Schools
4. "Networks: Where Have you Been All My Life" Essay Contest Winners/
5. Announcing Space Design Contest
6. Other K-12 Gophers/
7. Other Interesting Gophers/
8. NASA Network Information Gopher/
9. NASA Topics/
10. NASA NREN K-12 Initiative (Our Sponsor)
Choose the first menu choice (NASA K-12 Information/) and you will see
something like this:
1. The Teacher's Guide to the Internet/
2. Science Resources for Teacher K-12/
3. Student Resources/
4. Live From...Other Worlds /
5. FOSTER On-Line/
6. Recent Network Happenings/
7. Connect with Spacelink <TEL>
8. Network Guide & Directions/
At this point choose the fifth option (FOSTER On-Line) and you will be
surrounded by a wealth of information about this group of researchers.
Choose whatever is interesting to you. The menu will look something
like this:
1. README: About the FOSTER On-Line Project
2. About Flight Opportunities for Science Teacher EnRichment (FOSTER)../
3. KUIPER AIRBORNE OBSERVATORY (KAO) /
4. Ask FOSTER - Questions and Answers Section/
5. Mission Updates and Activities/
6. Airborne Astronomy Lessons/
7. Biographies of the KAO team
8. Background Materials/
9. Images/
10. SOFIA - NASA's 21st Century Observatory /
Information may also be retrieved using Anonymous FTP. Depending on
your service provider, the specific program for Anonymous FTP will vary.
Popular programs include FTP and Fetch. In any case, an Anonymous FTP
session starts with you requesting a connection to quest.arc.nasa.gov.
The word "anonymous" is entered as the login name. Your own Email
address (for example: [email protected]) is entered as the password.
Once you have connected, you will receive a login message that looks
like this:
230-WELCOME to the NREN K-12 ftp archive at NASA Ames Research Center.
230-All useful files are in the pub directory. To start, type the command
230-cd pub
You should begin by changing to the directory called
pub.
Again the specifics of how to do this will depend on your software and
service provider. From here, you should change to the directory called
FOSTER-OnLine
You must type this exactly as it appears, including proper capitalization.
At this point you will receive a message that looks like this:
250-This FOSTER On-Line subdirectory contains the following sections:
250-
250- - README
250- - About FOSTER
250- - Kuiper Airborne Observatory
250- - Ask FOSTER: Question & Answers
250- - Mission Updates and Activities
250- - Airborne Astronomy Lessons
250- - Biographies of the Research Team
250- - Background Materials
250- - Images
250- - SOFIA - NASA's 21 Century Observatory
At this point, please list out the files and retrieve the information
which seems useful to you.
____________________________________________________________
On-line discussion with other teachers
A mailing list has been created to facilitate discussions among teachers
using this on-line project. This forum will allow teachers to share ideas,
discuss potential classroom activities, benefit from one anothers'
experiences, and perhaps build a community of like minded educators.
The discussion will not be moderated or filtered.
If you would like to take part in this dialogue, please send an Email note
to:
[email protected]
In the first line of the message, write the words:
discuss-foster
____________________________________________________________
Feedback or comments
NASA welcomes your ideas on how to make this and future projects
better. Please address any constructive ideas to
[email protected].
____________________________________________________________
Video documentary available
NASA will be broadcasting a 30 minute documentary about the Kuiper
Airborne Observatory. This video will air over NASA Select TV for four
consecutive Wednesdays starting on May 11 at at 2:00pm Eastern time
(5/11, 5/18, 5/25, 6/1). The program will also repeat at 6:00pm,
10:00pm and 2:00am (the next day). The documentary will be
immediately followed by a 12 minute video called Global Quest:
The Internet in the Classroom
NASA Select may be downlinked without cost from satellite by using
the following parameters: SpaceNet II satellite, transponder 5, 69
degrees west longitude, frequesncy 38.8 MHz, Audio 6.8MHz, Horizontal
polarization
The following is a more complete description of the video program.
Kuiper Airborne Observatory: NASA's Telescope in the Stratosphere
This documentary program introduces to the public one of NASA's least
known and least expensive but scientifically most productive projects: an
airborne observatory which takes astronomers into the stratosphere.
Through the 36" telescope which is mounted on a modified Lockheed C-141
cargo jet, astronomers gather light in infrared wavelengths from objects as
close as a local asteroid and as far as a quasar billions of light years away.
The program follows one flight of the Kuiper Airborne Observatory. On board
the Kuiper as it travels at 41,000 feet from its base at Moffett Field in
Northern California to the Mississippi River and back are University of
Chicago astronomers who are mapping the great nebula in the constellation
of Orion where stars are being born. On board are two teachers from the San
Jose Unified School District who are participating in a NASA program
designed to enhance science education.
This documentary itself provides an exciting and informative introduction to
contemporary astronomy. For in telling the story of the airborne
observatory, the program gives the history of major discoveries that have
resulted from flights that astronomers have taken on the Kuiper. These
discoveries include the rings of Uranus, the presence of organic chemicals
and water ice on Halley's Comet, and the elements that were spewed into
space by the spectacular explosion of Supernova 1987A. The astronomy that
has occurred on the Kuiper throws light on the origin of life on Earth, the
composition of stars, the intense activity that is occurring at the center of
the Milky Way and the process whereby galaxies are formed.
The program reveals the unique technologies used on board the Kuiper to
wrest secrets from the universe. These include supercooled data collection
instruments, and the telescope's compressed air and gyroscopes systems
which enable it to remain fixed on a distant object despite turbulent flying
conditions. Interconnected networks of computers navigate the aircraft,
collect the data, point the telescope, and track the flights. In addition,
basic astronomical concepts such as electromagnetic radiation and the uses
of spectrographic analysis are also presented.
Designed for audiences ranging from junior high students to the general
public, featuring interviews with leading astronomers and photography from
NASA space probes and on board the Kuiper Airborne Observatory, this
documentary provides a unique and inspiring look at astronomy in action.
% ====== Internet headers and postmarks (see DECWRL::GATEWAY.DOC) ======
% From: [email protected]
% Date: Wed, 27 Apr 94 06:48:56 PDT
% Message-Id: <[email protected]>
% Apparently-To: [email protected]
|
| 753.28 | NASA and Industry to support education agreement | TROOA::SKLEIN | Nulli Secundus | Mon Nov 28 1994 13:00 | 90 |
| Terri Hudkins
Headquarters, Washington, DC November 15, 1994
(Phone: 202/358-1977)
RELEASE: 94-190
NASA AND INDUSTRY SIGN AGREEMENT TO SUPPORT EDUCATION
Chief Executive Officers of the nation's 28 largest
aerospace contractors have teamed up with NASA and the U.S.
Department of Education in an ambitous plan to improve the
nation's mathematics, science and technology education goals.
"American industry understands that education is critical
to our nation's future economic competitiveness," said NASA
Administrator Daniel S. Goldin. "Nearly 30 CEOs of the
nation's top aerospace companies today joined together to
ensure that the students of today are the engineers,
scientists and inventors who will keep American business at
the top of the ladder tomorrow."
To help meet this goal, Goldin, U.S. Department of
Education Deputy Secretary Madeleine Kunin and the 28 CEOs
signed a collaborative agreement during a ceremony today at
NASA Headquarters.
This new agreement establishes a mission to work
cooperatively in areas of mutual interest and activities to
help improve students' performance in science and
mathematics, increase public scientific literacy, promote a
strong teacher workforce, help prepare an adequate pipeline
of scientific and technical professionals including
underrepresented groups.
During the signing ceremony, Kunin applauded this joint
government and industry initiative to support GOALS 2000 and
the nation's education reform efforts.
Under the leadership of NASA, the NASA-Industry Education
Initiative originated in 1991 as a voluntary cooperative
effort to refine and align current and planned education
activities to support the nation's education reform
strategies and to accomplish the national education goals.
NASA-Industry Education Initiative Partners
The 28 CEOs signing the NASA-Industry Education
Initiative Memorandum of Understanding Agreement include:
C. Michael Armstrong, Hughes Aircraft Co.
Norman Augustine, Martin Marietta Corp.
Donald R. Beall, Rockwell International Corp.
Michael R. Bonsignore, Honeywell, Inc.
Hugh Brown, BAMSI Inc.
Daniel P. Burnham, AlliedSignal Aerospace Co.
Renso Caporali, Grumman Corp.
John Carlson, Cray Research Inc.
Robert F. Daniell, United Technologies Corp.
Jack A. Frohbieter, Fairchild Space & Defense Co.
Joseph T. Gorman, TRW Inc.
William R. Hoover, Computer Sciences Corp.
George G. Houser, CAE-Link Corp.
Jim Leto, PRC Inc.
John F. McDonnell, McDonnell Douglas Corp.
James F. McGovern, Teledyne Brown Engineering Inc.
James R Mellor, General Dynamics Corp.
Mitchell Rambler, NSI Technology Services Corp.
Roger I. Ramseier, Aerojet
Paul B. Roundy III, Johnson Controls World Services
Bernard L. Schwartz, Loral Corp.
Frank A. Shrontz, The Boeing Co.
Daniel M. Tellep, Lockheed Corp.
David W. Thompson, Orbital Sciences Corp.
James A. Unruh, Unisys
Dennie M. Welsh, IBM Corp.
Jack D. Whitfield, Sverdrup Technology Inc.
James R. Wilson, Thiokol Corp.
Goals 2000
President Clinton signed the Goals 2000: Educate America
Act on March 31, 1994. The Act set in law the original six
National Education Goals concerning school readiness, school
completion, student academic achievement, leadership in
mathematics and science, adult literacy, and safe and drug-
free schools. The law added two new goals related to
parental participation and professional development.
|