NASA\u27s Lunar Orbital Platform-Gatway

“Lead an innovative and sustainable program of exploration with commercial and international partners to enable human expansion across the solar system and to bring back to Earth new knowledge and opportunities. Beginning with missions beyond low-Earth orbit, the United States will lead the return of humans to the Moon for long-term exploration and utilization, followed by human missions to Mars and other destinations.

Veggie - Vegetable Production System

No abstract availabl

Strategies for Ground Based Testing of Manned Lunar Surface Systems

Integrated testing (such as Multi-Element Integrated Test (MEIT)) is critical to reducing risks and minimizing problems encountered during assembly, activation, and on-orbit operation of large, complex manned spacecraft. Provides the best implementation of "Test Like You Fly:. Planning for integrated testing needs to begin at the earliest stages of Program definition. Program leadership needs to fully understand and buy in to what integrated testing is and why it needs to be performed. As Program evolves and design and schedules mature, continually look for suitable opportunities to perform testing where enough components are together in one place at one time. The benefits to be gained are well worth the costs

Applying Knowledge Management to an Organization's Transformation

Although workers in the information age have more information at their fingertips than ever before, the ability to effectively capture and reuse actual knowledge is still a surmounting challenge for many organizations. As high tech organizations transform from providing complex products and services in an established domain to providing them in new domains, knowledge remains an increasingly valuable commodity. This paper explores the supply and demand elements of the "knowledge market" within the International Space Station and Spacecraft Processing Directorate (ISSSPD) of NASA's Kennedy Space Center (KSC). It examines how knowledge supply and knowledge demand determine the success of an organization's knowledge management (KM) activities, and how the elements of a KM infrastructure (tools, culture, and training), can be used to create and sustain knowledge supply and deman

Effective Utilization of Resources and Infrastructure for a Spaceport Network Architecture

Providing routine, affordable access to a variety of orbital and deep space destinations requires an intricate network of ground, planetary surface, and space-based spaceports like those on Earth (land and sea), in various Earth orbits, and on other extraterrestrial surfaces. Advancements in technology and international collaboration are critical to establish a spaceport network that satisfies the requirements for private and government research, exploration, and commercial objectives. Technologies, interfaces, assembly techniques, and protocols must be adapted to enable mission critical capabilities and interoperability throughout the spaceport network. The conceptual space mission architecture must address the full range of required spaceport services, from managing propellants for a variety of spacecraft to governance structure. In order to accomplish affordability and sustainability goals, the network architecture must consider deriving propellants from in situ planetary resources to the maximum extent possible. Water on the Moon and Mars, Mars' atmospheric CO2, and O2 extracted from lunar regolith are examples of in situ resources that could be used to generate propellants for various spacecraft, orbital stages and trajectories, and the commodities to support habitation and human operations at these destinations. The ability to use in-space fuel depots containing in situ derived propellants would drastically reduce the mass required to launch long-duration or deep space missions from Earth's gravity well. Advances in transformative technologies and common capabilities, interfaces, umbilicals, commodities, protocols, and agreements will facilitate a cost-effective, safe, reliable infrastructure for a versatile network of Earth- and extraterrestrial spaceports. Defining a common infrastructure on Earth, planetary surfaces, and in space, as well as deriving propellants from in situ planetary resources to construct in-space propellant depots to serve the spaceport network, will reduce exploration costs due to standardization of infrastructure commonality and reduction in number and types of interfaces and commodities

From Earth to the ISS to the Moon and Mars: Development Considerations for Space Habitation and Current Efforts at NASA

An overview of recent NASA efforts for space habitation ranging from efforts with the ISS to potential scenarios with the Moon and Mars

Kennedy Space Center: Pushing the Boundaries

Presentation to the Central Florida STEM Education Council on NASA and Kennedy Space Center current efforts for exploration and their relation to STEM fields

Perceptions of K–12 Educators of Color on Ethnic Studies Curriculum and Teaching in Urban Public Schools

Retention of educators of color (EOC) is becoming a focal point in K–12 education because of the increasing demographic of students of color in K–12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K–12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K–12, urban public schools. Critical race theory was the conceptual framework that guided this study. The three research questions examined how creating and teaching ethnic studies curriculum contributes to EOC’s experiences in the teaching profession and the role ethnic studies curriculum plays in the desire of ethnic studies EOC to stay in their current role and district. The results of the study indicate ethnic studies plays a significant role in positively influencing the participants’ perceptions of the teaching profession and their desire to stay in the profession. The findings uncovered barriers to teaching ethnic studies in K–12 that should be further researched, including the role school administrators play in blocking ethnic studies programs. The findings of this study may contribute to positive social changes by supporting attempts to retain EOC in K–12, urban public schools, which may lead to increased positive outcomes for K–12 students

Perceptions of K–12 Educators of Color on Ethnic Studies Curriculum and Teaching in Urban Public Schools

Retention of educators of color (EOC) is becoming a focal point in K–12 education because of the increasing demographic of students of color in K–12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K–12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K–12, urban public schools. Critical race theory was the conceptual framework that guided this study. The three research questions examined how creating and teaching ethnic studies curriculum contributes to EOC’s experiences in the teaching profession and the role ethnic studies curriculum plays in the desire of ethnic studies EOC to stay in their current role and district. The results of the study indicate ethnic studies plays a significant role in positively influencing the participants’ perceptions of the teaching profession and their desire to stay in the profession. The findings uncovered barriers to teaching ethnic studies in K–12 that should be further researched, including the role school administrators play in blocking ethnic studies programs. The findings of this study may contribute to positive social changes by supporting attempts to retain EOC in K–12, urban public schools, which may lead to increased positive outcomes for K–12 students