This document provides an overview of cyber education, research, and training programs at the U.S. Air Force Academy. It discusses the cyber content included in the core curriculum for all cadets, the computer science cyber warfare major, the Academy Center for Cyberspace Research that involves cadets in faculty research, opportunities for cadet cyber research projects, and hands-on cyber training programs including a new basic cyber training course. The goal is to educate, train and inspire future Air Force officers in the character of cyber operations.
Oceanographic instrumentation technicians play an important role in collecting scientific ocean data by maintaining instrumentation on platforms like ships, moorings, and autonomous vehicles. They are responsible for all aspects of data collection, from deployment to delivering documented data to users. Technicians must integrate components with platforms, deploy and recover systems, operate and maintain systems, and manage and quality control data. To perform these tasks well, technicians require knowledge of safety regulations, technical standards, instrumentation, and data management, as well as skills in communication, troubleshooting, and computer use. They must be organized, self-motivated, and able to work independently in remote environments.
This unofficial transcript summarizes Troy L. Buss's military education and training. It lists multiple courses completed through the Marine Corps Institute on topics like leadership, military science, and physical fitness. It also outlines Mr. Buss's occupational experience serving in the Marine Corps from 1986 to 2002, including roles as a Drill Instructor, Close Combat Instructor, and Infantry Unit Leader. The transcript does not provide any information about civilian education.
This document summarizes the military experience and training of an individual who served in the Marine Corps from 1986 to 2014. It details their occupations and duties, which progressed from Private to Sergeant Major of the Marine Corps. It also lists their training courses completed, including courses in infantry operations, fire support coordination, and command and control.
This document provides a summary of an individual's military experience and training as an Aerographer's Mate (AG) in the U.S. Navy from 2012 to 2015. It lists their duties in the AG occupation from 2012 to 2015 including operating meteorological equipment and presenting weather briefs. It also provides descriptions of relevant Navy training courses completed between 2012 and 2013 related to meteorology, oceanography, and environmental support of operations.
This document provides biographical information on Dr. Dwight C. Hageman, including his education, licenses, security clearance, work experience, military honors and awards, and selected publications. Dr. Hageman has over 30 years of experience in human factors research, instructional system design, and aircrew training. He has a doctorate in vocational and technical education and has held various roles developing training programs and materials for the military and commercial aviation.
This document provides details on an aerospace engineer, pilot, and yachtsman with diverse international experience. He has worked in industries including aerospace, maritime, composites, design, training, and assessment. He has lived in Asia, the Middle East, South America, Europe, and Australia and is fluent in multiple languages. His qualifications include a Bachelor's in mechanical engineering, commercial pilot certifications, workplace assessment qualifications, and yachting certifications. He has experience in areas such as project engineering, reliability engineering, training, and composite work.
Leonard J. Esterly Jr. has over 20 years of experience managing technical projects and operations for the Department of Defense. He has led teams developing and implementing strategies for satellite networks, communication systems, and GPS technology worth billions of dollars. Currently he is a team lead advising on cyber operations for the Air Force Satellite Control Network.
The document provides information about becoming a US Army Warrant Officer, including:
- A definition of Warrant Officers and their ranks.
- General requirements to apply such as citizenship, education level, security clearance eligibility, and age/service time limits.
- Opportunities as a Warrant Officer like challenging assignments, technical training, faster promotion potential, and extended career paths.
- The application and selection board process for becoming a Warrant Officer.
Oceanographic instrumentation technicians play an important role in collecting scientific ocean data by maintaining instrumentation on platforms like ships, moorings, and autonomous vehicles. They are responsible for all aspects of data collection, from deployment to delivering documented data to users. Technicians must integrate components with platforms, deploy and recover systems, operate and maintain systems, and manage and quality control data. To perform these tasks well, technicians require knowledge of safety regulations, technical standards, instrumentation, and data management, as well as skills in communication, troubleshooting, and computer use. They must be organized, self-motivated, and able to work independently in remote environments.
This unofficial transcript summarizes Troy L. Buss's military education and training. It lists multiple courses completed through the Marine Corps Institute on topics like leadership, military science, and physical fitness. It also outlines Mr. Buss's occupational experience serving in the Marine Corps from 1986 to 2002, including roles as a Drill Instructor, Close Combat Instructor, and Infantry Unit Leader. The transcript does not provide any information about civilian education.
This document summarizes the military experience and training of an individual who served in the Marine Corps from 1986 to 2014. It details their occupations and duties, which progressed from Private to Sergeant Major of the Marine Corps. It also lists their training courses completed, including courses in infantry operations, fire support coordination, and command and control.
This document provides a summary of an individual's military experience and training as an Aerographer's Mate (AG) in the U.S. Navy from 2012 to 2015. It lists their duties in the AG occupation from 2012 to 2015 including operating meteorological equipment and presenting weather briefs. It also provides descriptions of relevant Navy training courses completed between 2012 and 2013 related to meteorology, oceanography, and environmental support of operations.
This document provides biographical information on Dr. Dwight C. Hageman, including his education, licenses, security clearance, work experience, military honors and awards, and selected publications. Dr. Hageman has over 30 years of experience in human factors research, instructional system design, and aircrew training. He has a doctorate in vocational and technical education and has held various roles developing training programs and materials for the military and commercial aviation.
This document provides details on an aerospace engineer, pilot, and yachtsman with diverse international experience. He has worked in industries including aerospace, maritime, composites, design, training, and assessment. He has lived in Asia, the Middle East, South America, Europe, and Australia and is fluent in multiple languages. His qualifications include a Bachelor's in mechanical engineering, commercial pilot certifications, workplace assessment qualifications, and yachting certifications. He has experience in areas such as project engineering, reliability engineering, training, and composite work.
Leonard J. Esterly Jr. has over 20 years of experience managing technical projects and operations for the Department of Defense. He has led teams developing and implementing strategies for satellite networks, communication systems, and GPS technology worth billions of dollars. Currently he is a team lead advising on cyber operations for the Air Force Satellite Control Network.
The document provides information about becoming a US Army Warrant Officer, including:
- A definition of Warrant Officers and their ranks.
- General requirements to apply such as citizenship, education level, security clearance eligibility, and age/service time limits.
- Opportunities as a Warrant Officer like challenging assignments, technical training, faster promotion potential, and extended career paths.
- The application and selection board process for becoming a Warrant Officer.
Dr. Tooraj Dana has over 20 years of experience in health, safety, environment and risk management in the oil and gas industry. He has worked for several major Iranian oil and gas companies, including the Iranian Offshore Oil Company and Petropars Ltd. He currently holds the position of Assistant Professor at the Islamic Azad University. Some of his responsibilities have included establishing HSE management systems, conducting safety training programs, performing environmental impact assessments and risk analyses, and managing large projects from their planning through production phases while ensuring safety and environmental standards are met. He has extensive experience auditing facilities to international standards such as ISO 14001, OHSAS 18001 and ISO 9001.
The U.S. Army Recruiting Command is charged with recruiting highly qualified applicants to serve as Army Warrant Officers.
Warrant Officers are highly specialized experts and trainers in their career fields. By gaining progressive levels of expertise and leadership, these leaders provide valuable guidance to commanders and organizations in their specialty. Warrant Officers remain single-specialty Officers with career tracks that progress within their field, unlike their Commissioned Officer counterparts who focus on increased levels of command and staff duty positions.
- Alexander Chickosky has over 20 years of experience in the U.S. Armed Forces and over 18 years of aviation experience, including 12 years as an instructor pilot. He is seeking a pilot position and has over 6,400 total flight hours.
- He has extensive flight experience in various aircraft including the OH-58A/C, TH-67, UH-72 (EC-145), UH1H11, and MD-530F. He has served as an instructor pilot training students in Afghanistan and at Fort Rucker, Alabama.
- He holds a Bachelor's degree and various pilot certifications and qualifications. He is currently working as a pilot in Afghanistan but is available for new opportunities.
The document describes a study that used deep learning algorithms to classify workload levels based on electroencephalography (EEG) data. Five deep learning models - artificial neural networks, support vector machines, radial basis function, linear discriminant analysis, and stacked autoencoders - were trained on EEG features extracted from subjects performing high, medium, and low workload tasks. The trained models achieved accurate classification of workload levels based on new EEG data, demonstrating the potential of using deep learning with EEG for workload monitoring.
This document provides a summary of an all-source intelligence analyst with over 6 years of experience. The analyst has expertise in signals, open-source, financial, cyber, geospatial, and human intelligence collection and analysis. They are recognized as a subject matter expert on threats to air operations from adversary aircraft, missiles and weapons. The experience section outlines the analyst's roles providing intelligence support and training to various fighter squadrons and during a deployment to Iraq.
This document provides an agenda and overview for a Synthetic Training Environment (STE) Technology/Industry Day hosted by the Program Executive Office for Simulation, Training and Instrumentation (PEO STRI). The event will include opening remarks, presentations on the evolution of training, the STE vision and objectives, STE acquisition, and technology needs. It outlines the classification of information to be UNCLASSIFIED and provides administrative details such as restroom locations. The goal is to engage industry, academia and government on shaping the future architecture framework for the STE.
Continuous leader development is critical for leaders to improve and thrive in complex environments. It occurs through investments in educational experiences, broadening opportunities, and realistic training at all levels of leadership. This develops agile and adaptive leaders who can create solutions to complex problems and develop other leaders. Leader development begins with improved pre-commissioning training and continues through various programs focused on different levels and aspects of leadership.
This document provides a resume for Eric Ray, outlining his experience and qualifications as a Director of Aviation and Integrated Simulation Training. Over 20 years of experience includes roles as Chief Aviation Standardization Instructor Pilot for the U.S. Army, developing the first standardization program for a Military Intelligence Aviation brigade. He has managed large training programs, ensured compliance with regulations, and played a key role in complex aviation operations. Praise from former commanders highlights his leadership, skills, and contributions to mission success.
The document outlines the agenda and objectives for a capabilities information exchange event. The agenda includes briefings on multi-domain battle concepts, science and technology needs, force design efforts, and defense innovation initiatives. Objectives are provided for 2018-2022 and 2023-2027 focusing on modernizing aviation, combat vehicles, developing cross domain fires, robotics/autonomous systems, advanced protection, cyber/electromagnetic capabilities, and improving soldier performance. The long term vision for 2028-2050 includes fielding future vertical lift aircraft and combat vehicles to enhance deployability, mobility, and lethality.
This document provides information about becoming a warrant officer, including:
1. A definition of warrant officers and their roles and ranks.
2. The general requirements to apply such as citizenship, education level, security clearance eligibility, and age and service time limits.
3. The opportunities and benefits of becoming a warrant officer such as specialized training, faster promotion potential, and better pay and retirement.
4. An overview of the application and selection board process for becoming a warrant officer.
Eric Hartman is a former Marine Sergeant seeking a role in operations management. He has 10 years of experience in the Marine Corps where he developed strong leadership, project management, and security skills. His background includes weapons and security training, classified document handling, and leading fire teams. He is proficient in critical thinking, first aid, disaster preparedness, and time management. Hartman holds a high school diploma and received extensive military education and training during his service in the Marines. He has a secret security clearance and is seeking to apply his skills in a civilian operations management role.
This summary provides an overview of Jennifer Ng's background as a mid-level intelligence analyst with over 7 years of experience. She has a Master's in Intelligence Studies and served as an Intelligence Officer in the U.S. Air Force, conducting analysis on regions in East Asia, Southeast Asia, and South America. Her experience includes directing analysis teams, producing intelligence reports, briefing leaders, and supporting military operations. She is proficient in analysis tools and seeks new opportunities to utilize her skills.
This document is a resume for James P. Sankey, who has over 15 years of experience as an all-source intelligence analyst in the US Air Force. He has a master's degree in international security studies and has authored papers and provided expertise that have improved military policies, procedures, and software systems. He has extensive experience conducting intelligence analysis and briefings while deployed in the Middle East and South America.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Robert Collum's unofficial military transcript shows that he completed training in electronics, communications systems, and submarine operations. This included courses in tactical computers, exterior communications systems, basic electronics test equipment, and serving as a TRIDENT I/II radio frequency equipment operator. He also held occupations as a TRIDENT radio frequency equipment maintenance technician and electronics technician. His military experience spans from 2005 to 2017.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, program management, technical expertise, and field operations. He has led numerous military projects developing technologies like GPS receivers, satellite systems, and avionic systems. Currently he is a project leader at GT Technologies developing strategies for the Air Force Satellite Control Network.
This article discusses the need to shift how Army Aviation trains its aviators. It notes that modern aircraft are equipped with advanced technology that provides pilots with critical aircraft information, removing the need for pilots to commit extensive technical data to memory. However, instructor pilots still demand aviators spend significant time memorizing pressure, temperature, and voltage details.
The article argues this approach "bogs down" aviators' cognitive abilities, similar to how excessive files slow down computers. It recommends focusing training on tactical employment and aviation doctrine instead of technical memorization. This would better prepare aviators for their mission as tactically proficient warfighters. While some rote memorization is still needed, the technology onboard aircraft
This document provides a summary of an individual's military experience and training. It details their roles in the Navy from 1995 to 2015, including occupations as an Operations Specialist, Seaman, and Seaman Recruit. It also lists relevant course they completed, such as courses on the Global Command and Control System, radar operation, and equal opportunity management.
Civil Air Patrol provides aerospace education, training programs for youth cadets, and emergency services. It educates members on topics like aviation through curriculum, resources, and hands-on programs. Cadets can participate in leadership training, fitness activities, career exposure, and more. Many former cadets have pursued careers in the Air Force and aerospace fields. CAP also supports search and rescue missions and disaster relief with its fleet of aircraft.
Dr. Tooraj Dana has over 20 years of experience in health, safety, environment and risk management in the oil and gas industry. He has worked for several major Iranian oil and gas companies, including the Iranian Offshore Oil Company and Petropars Ltd. He currently holds the position of Assistant Professor at the Islamic Azad University. Some of his responsibilities have included establishing HSE management systems, conducting safety training programs, performing environmental impact assessments and risk analyses, and managing large projects from their planning through production phases while ensuring safety and environmental standards are met. He has extensive experience auditing facilities to international standards such as ISO 14001, OHSAS 18001 and ISO 9001.
The U.S. Army Recruiting Command is charged with recruiting highly qualified applicants to serve as Army Warrant Officers.
Warrant Officers are highly specialized experts and trainers in their career fields. By gaining progressive levels of expertise and leadership, these leaders provide valuable guidance to commanders and organizations in their specialty. Warrant Officers remain single-specialty Officers with career tracks that progress within their field, unlike their Commissioned Officer counterparts who focus on increased levels of command and staff duty positions.
- Alexander Chickosky has over 20 years of experience in the U.S. Armed Forces and over 18 years of aviation experience, including 12 years as an instructor pilot. He is seeking a pilot position and has over 6,400 total flight hours.
- He has extensive flight experience in various aircraft including the OH-58A/C, TH-67, UH-72 (EC-145), UH1H11, and MD-530F. He has served as an instructor pilot training students in Afghanistan and at Fort Rucker, Alabama.
- He holds a Bachelor's degree and various pilot certifications and qualifications. He is currently working as a pilot in Afghanistan but is available for new opportunities.
The document describes a study that used deep learning algorithms to classify workload levels based on electroencephalography (EEG) data. Five deep learning models - artificial neural networks, support vector machines, radial basis function, linear discriminant analysis, and stacked autoencoders - were trained on EEG features extracted from subjects performing high, medium, and low workload tasks. The trained models achieved accurate classification of workload levels based on new EEG data, demonstrating the potential of using deep learning with EEG for workload monitoring.
This document provides a summary of an all-source intelligence analyst with over 6 years of experience. The analyst has expertise in signals, open-source, financial, cyber, geospatial, and human intelligence collection and analysis. They are recognized as a subject matter expert on threats to air operations from adversary aircraft, missiles and weapons. The experience section outlines the analyst's roles providing intelligence support and training to various fighter squadrons and during a deployment to Iraq.
This document provides an agenda and overview for a Synthetic Training Environment (STE) Technology/Industry Day hosted by the Program Executive Office for Simulation, Training and Instrumentation (PEO STRI). The event will include opening remarks, presentations on the evolution of training, the STE vision and objectives, STE acquisition, and technology needs. It outlines the classification of information to be UNCLASSIFIED and provides administrative details such as restroom locations. The goal is to engage industry, academia and government on shaping the future architecture framework for the STE.
Continuous leader development is critical for leaders to improve and thrive in complex environments. It occurs through investments in educational experiences, broadening opportunities, and realistic training at all levels of leadership. This develops agile and adaptive leaders who can create solutions to complex problems and develop other leaders. Leader development begins with improved pre-commissioning training and continues through various programs focused on different levels and aspects of leadership.
This document provides a resume for Eric Ray, outlining his experience and qualifications as a Director of Aviation and Integrated Simulation Training. Over 20 years of experience includes roles as Chief Aviation Standardization Instructor Pilot for the U.S. Army, developing the first standardization program for a Military Intelligence Aviation brigade. He has managed large training programs, ensured compliance with regulations, and played a key role in complex aviation operations. Praise from former commanders highlights his leadership, skills, and contributions to mission success.
The document outlines the agenda and objectives for a capabilities information exchange event. The agenda includes briefings on multi-domain battle concepts, science and technology needs, force design efforts, and defense innovation initiatives. Objectives are provided for 2018-2022 and 2023-2027 focusing on modernizing aviation, combat vehicles, developing cross domain fires, robotics/autonomous systems, advanced protection, cyber/electromagnetic capabilities, and improving soldier performance. The long term vision for 2028-2050 includes fielding future vertical lift aircraft and combat vehicles to enhance deployability, mobility, and lethality.
This document provides information about becoming a warrant officer, including:
1. A definition of warrant officers and their roles and ranks.
2. The general requirements to apply such as citizenship, education level, security clearance eligibility, and age and service time limits.
3. The opportunities and benefits of becoming a warrant officer such as specialized training, faster promotion potential, and better pay and retirement.
4. An overview of the application and selection board process for becoming a warrant officer.
Eric Hartman is a former Marine Sergeant seeking a role in operations management. He has 10 years of experience in the Marine Corps where he developed strong leadership, project management, and security skills. His background includes weapons and security training, classified document handling, and leading fire teams. He is proficient in critical thinking, first aid, disaster preparedness, and time management. Hartman holds a high school diploma and received extensive military education and training during his service in the Marines. He has a secret security clearance and is seeking to apply his skills in a civilian operations management role.
This summary provides an overview of Jennifer Ng's background as a mid-level intelligence analyst with over 7 years of experience. She has a Master's in Intelligence Studies and served as an Intelligence Officer in the U.S. Air Force, conducting analysis on regions in East Asia, Southeast Asia, and South America. Her experience includes directing analysis teams, producing intelligence reports, briefing leaders, and supporting military operations. She is proficient in analysis tools and seeks new opportunities to utilize her skills.
This document is a resume for James P. Sankey, who has over 15 years of experience as an all-source intelligence analyst in the US Air Force. He has a master's degree in international security studies and has authored papers and provided expertise that have improved military policies, procedures, and software systems. He has extensive experience conducting intelligence analysis and briefings while deployed in the Middle East and South America.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, flight operations, program management, and space system operations. He has led teams and projects involving global positioning systems, military communication satellites, and the Air Force Satellite Control Network. His background includes experience in systems development, acquisition, operations management, and meeting military user needs.
Robert Collum's unofficial military transcript shows that he completed training in electronics, communications systems, and submarine operations. This included courses in tactical computers, exterior communications systems, basic electronics test equipment, and serving as a TRIDENT I/II radio frequency equipment operator. He also held occupations as a TRIDENT radio frequency equipment maintenance technician and electronics technician. His military experience spans from 2005 to 2017.
Leonard J. Esterly Jr. is an Air Force veteran with over 25 years of experience in leadership positions, program management, technical expertise, and field operations. He has led numerous military projects developing technologies like GPS receivers, satellite systems, and avionic systems. Currently he is a project leader at GT Technologies developing strategies for the Air Force Satellite Control Network.
This article discusses the need to shift how Army Aviation trains its aviators. It notes that modern aircraft are equipped with advanced technology that provides pilots with critical aircraft information, removing the need for pilots to commit extensive technical data to memory. However, instructor pilots still demand aviators spend significant time memorizing pressure, temperature, and voltage details.
The article argues this approach "bogs down" aviators' cognitive abilities, similar to how excessive files slow down computers. It recommends focusing training on tactical employment and aviation doctrine instead of technical memorization. This would better prepare aviators for their mission as tactically proficient warfighters. While some rote memorization is still needed, the technology onboard aircraft
This document provides a summary of an individual's military experience and training. It details their roles in the Navy from 1995 to 2015, including occupations as an Operations Specialist, Seaman, and Seaman Recruit. It also lists relevant course they completed, such as courses on the Global Command and Control System, radar operation, and equal opportunity management.
Civil Air Patrol provides aerospace education, training programs for youth cadets, and emergency services. It educates members on topics like aviation through curriculum, resources, and hands-on programs. Cadets can participate in leadership training, fitness activities, career exposure, and more. Many former cadets have pursued careers in the Air Force and aerospace fields. CAP also supports search and rescue missions and disaster relief with its fleet of aircraft.
The PaMELA spacecraft will conduct a surveying mission of the Moon to identify areas of interest for mineral extraction. PaMELA will orbit the Moon at an altitude of 120 km and use spectrometers and a ground penetrating radar to characterize the lunar surface and subsurface down to 15 meters. The mission objectives are to collect data on pathfinder minerals across 99.7% of the lunar surface by 2026 and produce an interactive map of mineral distribution. Key instruments include visible/near-infrared, shortwave infrared, and thermal infrared spectrometers as well as a ground penetrating radar operating between 175-1450 MHz.
This transcript summarizes Patrick Mitchell's military education and experience. It shows that he completed recruit training in 1997 and then took various submarine and fire control courses between 1997-2002. These included basic enlisted submarine school, underwater fire control training, and fire control technician basic operations. The transcript also lists Mitchell's occupations from 1997-2005 which progressed from Seaman Recruit to Fire Control Technician and included roles maintaining combat control systems and administering information systems.
Joseph Daniel Clarkson is an Information Technology Manager Specialist with 8 years of experience in the United States Air Force and Department of Defense. He has expertise in computer programs, organizational skills, and several logistics and supply programs. His experience includes roles as a Dorm Manager, MICAP Supervisor, and Stock Control Journeyman. He has a Bachelor's degree in Information Technology Management and professional military education and training. He is seeking new opportunities and has several high-level references from his career in the Air Force and DoD.
Christopher W. Wright is a retired Army veteran with over 18 years of experience in leadership, management, cyber operations, and network administration. He has a Masters in Political Science and Bachelors in History. Throughout his career he has managed large communication networks supporting military operations, developed security policies, and supervised teams of up to 20 personnel. He has extensive experience in satellite communications, network engineering, and information assurance.
Staff Sergeant Kristofer Mock's unofficial transcript summarizes his military education and experience. It shows that he completed recruit training in 1995-1996, earning credits in marksmanship, orienteering, and physical fitness. Subsequent courses included infantry training, air traffic control training, and leadership and management courses through the Marine Corps Institute. His military experience includes serving as an air traffic controller from 1996-1999 and working with assault vehicles from 1999-2001.
Wade Hegele is seeking a position as an instructor or teacher with over 20 years of experience in education and the military. He has experience teaching electronics, circuit theory, and leadership to students ranging from 18 to 36 years old. Hegele has a background as an instructor for the Air Force teaching topics such as electronics, circuit theory, and leadership. He also has experience supervising over 100 personnel and managing multi-million dollar budgets. Hegele has several technical degrees and military certifications and security clearance.
James Denton Wyatt served in the U.S. Navy from 1995 to present as a Cryptologic Technician, Maintenance. He has completed extensive training in electronics, computer systems, leadership, and national security. Wyatt's transcript shows that he has achieved certifications and advanced skills in cryptography, network administration, and the maintenance of classified electronic systems.
This transcript summarizes Sean Motsenbocker's military training and education. It shows that he completed Operations Specialist Class A School where he learned navigation, bridge watchkeeping, and weapons and tactics. He also completed courses to become a basic and advanced operator of the Ship Self Defense System Mark 2. The transcript lists the courses, dates, locations, and recommends college credits for many of the trainings and occupations.
James C. Johnson has over 22 years of experience in aviation maintenance planning and material management. He has led teams of up to 15 people and overseen maintenance programs worth over $880 million. His experience includes directing scheduled and unscheduled maintenance, overseeing two aviation maintenance contracts worth $60 million, and advising executive management. He holds several certifications in aviation maintenance and leadership.
Nicholas O'Connor has extensive experience in cyber operations and information warfare. He received a Master's degree from the Naval Postgraduate School where he graduated first in his class. O'Connor has held several leadership positions, including leading 132 personnel across five Cyber Protection Teams and 19 personnel onboard a destroyer. He established innovative training programs and identified over 1,500 vulnerabilities during a mission assessment. O'Connor also has experience as a Special Evaluator, flying over 1,000 hours on 109 combat missions and providing timely intelligence.
This document contains Bruce Vondergruens military transcript. It lists the courses he completed, including Basic Combat Training, Lance System Repairer training, Patriot Fire Control training, and leadership courses. It also outlines his military experience and occupations as a Lance System Repairer, Patriot Fire Control Enhanced Operator/Maintainer, and Land Combat Electronic Missile System Repairer from 1989 to 2009 while serving as a Staff Sergeant in the US military.
Similar to 2013 04-12asa-130429155203-phpapp02 (20)
Candidate young stellar objects in the S-cluster: Kinematic analysis of a sub...Sérgio Sacani
Context. The observation of several L-band emission sources in the S cluster has led to a rich discussion of their nature. However, a definitive answer to the classification of the dusty objects requires an explanation for the detection of compact Doppler-shifted Brγ emission. The ionized hydrogen in combination with the observation of mid-infrared L-band continuum emission suggests that most of these sources are embedded in a dusty envelope. These embedded sources are part of the S-cluster, and their relationship to the S-stars is still under debate. To date, the question of the origin of these two populations has been vague, although all explanations favor migration processes for the individual cluster members. Aims. This work revisits the S-cluster and its dusty members orbiting the supermassive black hole SgrA* on bound Keplerian orbits from a kinematic perspective. The aim is to explore the Keplerian parameters for patterns that might imply a nonrandom distribution of the sample. Additionally, various analytical aspects are considered to address the nature of the dusty sources. Methods. Based on the photometric analysis, we estimated the individual H−K and K−L colors for the source sample and compared the results to known cluster members. The classification revealed a noticeable contrast between the S-stars and the dusty sources. To fit the flux-density distribution, we utilized the radiative transfer code HYPERION and implemented a young stellar object Class I model. We obtained the position angle from the Keplerian fit results; additionally, we analyzed the distribution of the inclinations and the longitudes of the ascending node. Results. The colors of the dusty sources suggest a stellar nature consistent with the spectral energy distribution in the near and midinfrared domains. Furthermore, the evaporation timescales of dusty and gaseous clumps in the vicinity of SgrA* are much shorter ( 2yr) than the epochs covered by the observations (≈15yr). In addition to the strong evidence for the stellar classification of the D-sources, we also find a clear disk-like pattern following the arrangements of S-stars proposed in the literature. Furthermore, we find a global intrinsic inclination for all dusty sources of 60 ± 20◦, implying a common formation process. Conclusions. The pattern of the dusty sources manifested in the distribution of the position angles, inclinations, and longitudes of the ascending node strongly suggests two different scenarios: the main-sequence stars and the dusty stellar S-cluster sources share a common formation history or migrated with a similar formation channel in the vicinity of SgrA*. Alternatively, the gravitational influence of SgrA* in combination with a massive perturber, such as a putative intermediate mass black hole in the IRS 13 cluster, forces the dusty objects and S-stars to follow a particular orbital arrangement. Key words. stars: black holes– stars: formation– Galaxy: center– galaxies: star formation
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptxshubhijain836
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
Anti-Universe And Emergent Gravity and the Dark UniverseSérgio Sacani
Recent theoretical progress indicates that spacetime and gravity emerge together from the entanglement structure of an underlying microscopic theory. These ideas are best understood in Anti-de Sitter space, where they rely on the area law for entanglement entropy. The extension to de Sitter space requires taking into account the entropy and temperature associated with the cosmological horizon. Using insights from string theory, black hole physics and quantum information theory we argue that the positive dark energy leads to a thermal volume law contribution to the entropy that overtakes the area law precisely at the cosmological horizon. Due to the competition between area and volume law entanglement the microscopic de Sitter states do not thermalise at sub-Hubble scales: they exhibit memory effects in the form of an entropy displacement caused by matter. The emergent laws of gravity contain an additional ‘dark’ gravitational force describing the ‘elastic’ response due to the entropy displacement. We derive an estimate of the strength of this extra force in terms of the baryonic mass, Newton’s constant and the Hubble acceleration scale a0 = cH0, and provide evidence for the fact that this additional ‘dark gravity force’ explains the observed phenomena in galaxies and clusters currently attributed to dark matter.
Embracing Deep Variability For Reproducibility and Replicability
Abstract: Reproducibility (aka determinism in some cases) constitutes a fundamental aspect in various fields of computer science, such as floating-point computations in numerical analysis and simulation, concurrency models in parallelism, reproducible builds for third parties integration and packaging, and containerization for execution environments. These concepts, while pervasive across diverse concerns, often exhibit intricate inter-dependencies, making it challenging to achieve a comprehensive understanding. In this short and vision paper we delve into the application of software engineering techniques, specifically variability management, to systematically identify and explicit points of variability that may give rise to reproducibility issues (eg language, libraries, compiler, virtual machine, OS, environment variables, etc). The primary objectives are: i) gaining insights into the variability layers and their possible interactions, ii) capturing and documenting configurations for the sake of reproducibility, and iii) exploring diverse configurations to replicate, and hence validate and ensure the robustness of results. By adopting these methodologies, we aim to address the complexities associated with reproducibility and replicability in modern software systems and environments, facilitating a more comprehensive and nuanced perspective on these critical aspects.
https://hal.science/hal-04582287
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdfSelcen Ozturkcan
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Discovery of An Apparent Red, High-Velocity Type Ia Supernova at 𝐳 = 2.9 wi...Sérgio Sacani
We present the JWST discovery of SN 2023adsy, a transient object located in a host galaxy JADES-GS
+
53.13485
−
27.82088
with a host spectroscopic redshift of
2.903
±
0.007
. The transient was identified in deep James Webb Space Telescope (JWST)/NIRCam imaging from the JWST Advanced Deep Extragalactic Survey (JADES) program. Photometric and spectroscopic followup with NIRCam and NIRSpec, respectively, confirm the redshift and yield UV-NIR light-curve, NIR color, and spectroscopic information all consistent with a Type Ia classification. Despite its classification as a likely SN Ia, SN 2023adsy is both fairly red (
�
(
�
−
�
)
∼
0.9
) despite a host galaxy with low-extinction and has a high Ca II velocity (
19
,
000
±
2
,
000
km/s) compared to the general population of SNe Ia. While these characteristics are consistent with some Ca-rich SNe Ia, particularly SN 2016hnk, SN 2023adsy is intrinsically brighter than the low-
�
Ca-rich population. Although such an object is too red for any low-
�
cosmological sample, we apply a fiducial standardization approach to SN 2023adsy and find that the SN 2023adsy luminosity distance measurement is in excellent agreement (
≲
1
�
) with
Λ
CDM. Therefore unlike low-
�
Ca-rich SNe Ia, SN 2023adsy is standardizable and gives no indication that SN Ia standardized luminosities change significantly with redshift. A larger sample of distant SNe Ia is required to determine if SN Ia population characteristics at high-
�
truly diverge from their low-
�
counterparts, and to confirm that standardized luminosities nevertheless remain constant with redshift.
PPT on Alternate Wetting and Drying presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
1. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 1
U.S. Air Force Academy
Inspiring Officers of Character
for Air, Space, and
Cyberspace
ASA Annual Meeting
12 April 2013
Col Robert ―DASH‖ Kraus
Chief Scientist and Director of Research
2. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 2
Today‘s Learning Objectives
Background
USAFA Update
Cadet Programs in Air, Space, and Cyberspace
3. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 3
Mission & Vision
MISSION STATEMENT
To educate, train, and inspire men and
women to become officers of
character, motivated to lead the
United States Air Force in service to
our nation
VISION STATEMENT
The United States Air Force Academy…
the Nation’s premier institution for
developing leaders of character
4. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 4
Athens and Sparta
“ The nation that will insist upon drawing a broad line of
demarcation between the fighting man and the thinking man is
liable to find its fighting done by fools and its thinking by
cowards.”
Sir William Francis Butler
19th Century British Army Officer
5. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 5
USAFA Scorecard
World-Class Educational Recognition
5
US News & World Report: #3 Top Public Schools, Nat’l Liberal Arts Univ
#1 Undergraduate-only Management Program
#4 Undergraduate Engineering Program
o #2 Aerospace / Aeronautical / Astronautical Program
o #5 Civil Engineering and Computer Engineering Programs
Princeton Review: top 5% Most Accessible Faculty for last 8 years!
Forbes.com: #2 Best Value College in America 2012
Parchment Top Choice College Rankings: #2 Liberal Arts Colleges
TheBestSchools.org 50 Best Colleges in the United States: Top 10
Air Force Association Hoyt S. Vandenberg Award for Aerospace Educ.
Colorado Professor of the Year – 9 of the last 11 years!
8 Fulbright Grants in the last 5 years – Mongolia, Russia, Ireland, India
Class of 2011: Truman & Holaday Scholarships
Class of 2012: 1 Rhodes, 2x Marshall Scholarships, 1 Law
Class of 2012: Post-graduate opportunities -- 117 total, 10.3% of class
Class of 2012: 26 x to Medical School
2012 NSA Cyber Defense Exercise Champions; #2 at Collegiate Nationals
6. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA Curriculum
B.S. = 131 – 146 Credit Hours
Majors
Courses, 45
Basic
Sciences, 27
Engineering,
15
Energy/
Systems, 3
Social
Sciences, 21
Humanities,
24
Mil Strat
Stud, 6
Phys
Educ, 5
6
(STEM, 45)
7. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 7
31 Majors and 3 Minors*
Basic Sciences Engineering Humanities Social Sciences
Applied Math Aeronautical
Foreign Area
Studies
Behavioral
Sciences
Basic Sciences Astronautical English Economics
Biology Civil
Foreign
Language*
Geospatial
Science
Chemistry Computer History Legal Studies
Computer Electrical Humanities Management
Mathematics Environmental Mil Strategy Political Science
Meteorology General Philosophy* Social Science
Ops Research Mechanical
Religion
Studies*
Physics Systems
8. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 8
Learning-Focused Approach
1. Goals / Learning
Outcomes
2. Learning Experiences
4. Feedback
3. Assessment5. Improvement
9. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 9
Class of 2013
Academic Majors
Sys Engr Mgt
Management
Civil Engr
Biology
Foreign Area
Studies
Aero
Engr MechBeh Sci
Econ
Ops Research
Poli Sci
Geo Sci
Astro
Comp Sci
Soc Sci
History
English
Mil Strat Stds
Humanities
Legal Studies
Chem/BioChem
Physics
Math Comp Engr Basic Sci
Sys Engr
10. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 10
Class of 2012
by the numbers
Graduate School (117)
40 Nat‘l Comp Scholarships
1 Rhodes, 2 Marshall
3 JFK, 11 MIT, 3 RAND, 1 East-West
5 Endowed
26 Med / 4 Nurse / 1 Dental
19 GSP
15 Acquisition Accession
10 NRO
1 Law, 1 Wx
AFSC‘s
Pilot Tng 503
Casual Lt‘s 33
Acq/Contr 103
Intel 75
Logistics 56
Space/Missiles 56
Engineer 54
Cyber 51
Medical Corps 38
Force Support 32
Civil Engineers 32
RPA 30…
11. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 11
AIR
UAS-RPA Airmanship
UAS Research
Flight Test
SPACE
FalconSAT, FalconOPS
SPARC, CSSAR
CYBERSPACE
Cyber Ops
Cyber Defense
Hands-On Activities…
12. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 12
13. HQ U.S. Air Force Academy
I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA UAS-RPA
Education and
Research
C1C Katie Tiedemann
14. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA UAS-RPA
Mission Summary
Educate, train, and inspire leaders of character
Highly engaging and integrated training environment
within which cadets develop leadership as AIRMEN
Support AF/DoD mission priorities
Meet our customers‘ needs = USAF + nation + world
14
“War is a horrible, horrible, horrible thing. There is nothing good about it, but it
is sometimes necessary, and so somebody better be good at it. I am … you
better be” –Gen Mark Welsh, in a speech to USAFA cadets
“As the [UAS] program has developed we have realized its value extends well
beyond UAS-RPA and unmanned ISR. This program uniquely provides USAFA
cadets an incredibly realistic air combat experience. I don’t believe any other
program here gives our cadets a better glimpse into their futures as air power
leaders. ” –Lt Gen Gould, USAFA/CC
15. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 15
USAF Academy
UAS-RPA Programs
Research
Institute for
Information
Technology
Applications
UAS Research
Center of
Excellence
Operations
Airmanship
Programs
[AETC]
UAS-RPA Programs Overview
16. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA UAS-RPA Timeline
2009: Viking 300 (Bosh Global Services)
June 2009, 25 cadets completed AM-200
Sept 2009, 24 cadets completed AM-201
2010: Scan Eagle (BGS lead, Insitu)
June 2010, 24 cadets completed AM-202
90 cadets completed AM-200, 45 upgraded to IP
2011: Aerosonde Mk 4.7 (BGS lead, AAI)
45 cadet IPs completed delta training
AM200: 250 cadets (180 summer, 70 during school year)
31 IPUG students
Capacity is 300/year basic course; 48/year IPUG
2012: Aerosonde Mk 4.7 (BGS lead, AAI)
52 cadets enrolled in IPUG
AM200: 250 cadets
2013: Presume direct award to BGS with GOCO
Viking 400
2014+: AETC
17. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 17
UAS-RPA Airmanship
AM-100 – BCT
- Familiarization for every cadet in all airmanship programs
- 1000+ Cadets
AM-200 – Intro to UAS-RPA/ISR Ops (Summer, Fall, Spring)
- Basic RPA flight operations, concepts basic TTPs
- ~180 Cadets Summer, 72 Cadets (max) Fall, 72 Cadets (max) Spring
AM-201 – UAS-RPA/ISR Mission Planning/Execution (Fall)
- C2 Concepts, dynamic TTPs, armed ISR in a joint environment
- Target: 48 Cadets
AM-202 – Integrated UAS-RPA/ISR Operations (Spring)
- Flight instruction techniques and procedures, leadership
- Target: 48 Cadets
18. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAF Academy UAS-RPA
Airmanship Program
LAUNCH SITE GCS
TACTICAL ROLE PLAYERS
AOC / TOC
19. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
UAS-RPA Operations Cycle
19
Target Tasking
UAS LRE
Ops
Cadet Sensor Operator
Control & Assessment
Assessment &
Targeting, Kinetic
Ops
UAS
Recovery, Intellige
nce
Dissemination, L2
Mission Tasking and Prep
MCE/LRE Handoff
Procedures
Mission
Programming
20. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA Cadet
UAS-RPA Program Value
Leadership laboratory
Exposure: realistic/dynamic tactical environment
Opportunity to integrate Airpower at USAFA:
transformative, open-ended, relevant!
21. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
“Unmanned systems cost much less and offer greater loiter times
than their manned counterparts, making them ideal for many of today’s
tasks.”
-- Robert M. Gates, Secretary of Defense
“The capability provided by the unmanned aircraft is game-
changing.”
-- Gen Norton A. Schwartz, Chief of Staff of the Air Force
"Unmanned aircraft systems continue to significantly improve our
war efforts, and demand for these specialized systems continues to rise."
-- LTG James D. Thurman, USA, V Corps Commanding General
"The future of how you use these unmanned systems or remotely
piloted systems is really unlimited.”
-- Lt Gen David A. Deptula, USAF, Deputy Chief of Staff for ISR
The Future is Now…
22. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
USAFA UAS-RPA
Mission Summary
Educate, train, and inspire leaders of character
Highly engaging and integrated education, training,
and research
Support AF/DoD mission priorities
Meet our customers‘ needs = USAF + nation + world
22
23. U.S. Air Force Academy
I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber Education,
Research, and Training
12 April 2013
C1C Michael Winstead
Computer Science
24. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber Education @ USAFA
Core Curriculum – All Cadets
Cyber in the Core Curriculum
CS110: Intro to Computing -- 5 lesson CW emphasis
(Info security, cryptography, cyber warfare/crime, def cyber ops)
ECE315: Principles of AF Electronic Systems – 2 lessons
(Digital Comm, Circuit & Packet Switching, Cyberspace definitions)
MSS 200: Military Theory and Strategy – 2 lessons
(Cyber in mil strategy; AF culture, conduct, & cyber capabilities)
Cyber Electives
MSS 470: Information and Cyber Operations
Law 440: Cyber Law
Poli Sci 495: Cyber Security Policy and Politics
25. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber Education @ USAFA
Comp Sci-Cyber Warfare Major
USAFA Computer Science Major
Programming, computer architecture, networks, operating
systems, information storage and retrieval
Computer Security and Information Warfare taken by all
Cyber Warfare track chosen by 80% of Comp Sci majors
Requires two specific Computer Science electives
Network Security
Cryptography
# of Comp Sci majors:
2013: 31
2014: 38
2015: 36
Graphic credit: www.dailygalaxy.com
26. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Academy Center for
Cyberspace Research
Academy Center for Cyberspace Research
Mission is to develop cyber innovators
Director + 2 senior researchers + 2 teaching faculty to
download regular faculty conducting research
$850K/yr from DoD sponsors:
DARPA, DIAP, AFOSR, NRO, NSA
Involve students in research through
Independent studies
Course projects
Cadet Summer Research Program
27. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Student Cyber Research
Every CS cadet conducts research project in
Information Warfare class
Teams of 2 with faculty mentor
Work on real project: inception through reporting
Every project presents poster at CSURF
2-3 publish and present at CS conferences
Sample project: detecting keyboard pattern password
Independent study
Work one-on-one with faculty
Work toward a publication
28. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber Training @ USAFA
Provide Cadets hands-on opportunity to learn
Created 500+ Node Training Range to practice against
Training material developed internally from Operational
Experiences
Starting with the class of 2015, ~1/4th of the Cadet Wing will
receive some additional Training in Cyber
Cyber Warfare Club since 2008
125 cadets in all majors; 30 very active
Isolated network to practice cyber ops
Hands-on cyber training modules
Opportunities to compete
AF, DoD, & industry speakers
29. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Basic Cyber Training
Basic Cyber (Cyber 256) Objectives
Motivate cadets toward AF career
Understand cyber vulnerabilities
Develop cadet leadership skills
First offering Summer 2011
Developed by CS Dept faculty
Taught by faculty and 1-deg cadets
Taken by 83 new 3-deg cadets
Changes for Summer 2012
150% more throughput: 210+ students
Shortened schedule: 5 days
Completely led by cadets
30. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber Competition Team
1* - Nathan Hart (Captain), Frank Adkins,
Josh Christman, Luke Jones, Mike Winstead
2* - Chase King, Sam Kiekhaefer,
Keane Lucas, Chad Speer, Ryan Zacher
3* - Kevin Cooper, Ryan Good, William Parks, Chris Parsons,
Evan Richter
31. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
2012 Cyber Competitions
Mar 2012 Rocky Mtn (@Denver) Collegiate Cyber Defense—1st of 7
Apr 2012 2nd of 109 teams nationally National Collegiate Cyber
Defense (@ San Antonio)
Apr 2012 Won NSA Cyber Defense Exercise (+ grads)
Sep 2012 1st of 331 undergrad teams US/Canada NYU Poly CSAW
CTF!!!
Oct 2012 – Hack.LU (2nd of 80+ US/Canada) 17th of 575
Nov 2012 5th place NYU Poly CSAW CTF finals
Nov 2012 – 4th of 75 worldwide, top US, RWTH CTF
Dec 2012 – Top US team, #4/75 worldwide in RWTH CTF
Dec 2012 – 49th of 494 worldwide, Positive Hack Days
32. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Cyber @ USAFA
Summary
USAFA provides basic cyber education to every cadet
Comp Sci-Cyber Warfare majors enter the AF with a deep
understanding of cyber technologies and operations
Basic Cyber training greatly increases cyber operations
exposure and is available to all cadets
Advanced, hands-on cyber training and competitions are
available to interested cadets, regardless of major
USAFA is educating, training, & inspiring future Air Force
officers of character for cyber operations
33. U S A F A
Space
Systems
Research
Center
33
Space Systems Research Center (SSRC)
Overview
David J Barnhart
Lieutenant Colonel, USAF
SSRC DirectorMartin E.B. France
Colonel, USAF
Permanent Professor & Head
Steven Hart
Bernard Schriever
Chair for Astronautics
33
34. U S A F A
Space
Systems
Research
Center
SSRC
―Learn Space by Doing Space‖
• Real-world, Hands-on Experience
• “Cradle-to-Grave” Space Missions
• Mission Concept Selection & Design
• Payload and Subsystem Development
• Assembly, Integration & Testing
• Launch & On-orbit Operations
• Program Management
Support DoD space science and
technology objectives as well as
operational concepts!
• Real US Air Force Program
• Pursue Real DoD science and future concepts
• Corporate Air Force funding investment
12/4/2012 34
FS-3 T-VAC tests at Kirtland AFB
FS-5 first contact, Nov. 20, 2012
Our graduates are educated, trained, and inspired
to fly, fight, and win in air, space, and cyberspace
35. U S A F A
Space
Systems
Research
Center
FalconSAT Development
12/4/2012 35
Flight Model
– Environmental, functional & operational testing
– Ship to launch site, integrate with booster, ready for launch!
– Launch and execute mission!
Year 1 Year 2 Year 3
Structural Engineering Model
– Mech/Vibe testing-no avionics
– SEM I and II tests
– Parts procurement
– Critical sub-system risk reduction tests
Avionics Test Bed
– Supports software, key sub-systems and payload development and test
– Ground Station development and mission readiness
36. U S A F A
Space
Systems
Research
Center
FalconSAT-3
Launched 8 Mar 07, 5.7 yrs on orbit
Orbit: 560 km circular orbit, 35.4° inclination
Test & demo advanced space propulsion
Collect plasma sensor science data
600+ cadet operators since launch
12/4/2012 36
37. U S A F A
Space
Systems
Research
Center
FalconSAT-6
Real DoD space program executing space physics experiments, maturing
space technology, and repeating FS-5 propulsion demonstration!
SPCS-2: SSA Tech
Experiment Busek
HIPE: Ionospheric
Propagation
USAFA/DFEC
Two thermal
radiators added
15‖ motorized
Lightband separation
system
M5-FCE: Solar Array
Tech Maturation
LM-SSC/ASI
CME: Contamination
Characterization NGAS
CERBERUS: Thruster
Plume Detection
USAFA/DFP
Two thermally
isolated solar arrays
BCR, Radio, ADCS, and
CPU improvements
12/4/2012 37
38. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 38
FalconSAT-7
Cube Sat 10x10x30 cm
Photon Sieve
Zero-g tested
Planned Aug ‗14 launch
39. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 39
STEM Outreach
National Crisis
USAFA Center for K-12 STEM Outreach
and Research
Established 2010
Reaching 25,000+ students per year
―All of the Above‖ approach
40. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 40
STEM outreach by
Departments
• Summer Seminar
• Tours, workshops
for kids, civic groups
• Solicit / coordinate external funding for K-12
STEM outreach from local / National sources
• Lead and coordinate local K-12 STEM
outreach via CCESSE (501.c3)
• Create and export scalable, flexible model
• K-12 STEM forum for faculty support
USAFA K-12 STEM OUTREACH CENTER
Personal outreach
by Faculty and Cadets
• Tours, workshops for
kids, civic groups
USAFA STEM mission at
undergrad level
• Recruiting and
admissions
• Curriculum
• Professional
development
You can’t
have this…
…Without this.
41. I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Effective, Clone-able USAFA /
CCESSE Partnership
41
• USAFA K-12 STEM
Outreach Faculty
Council
• ~$1M input from
NDEP
• 3rd annual K-12
STEM Educator
Bootcamp: July 2012
• Helping Other
communities
42. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 42
Final Thoughts
“Man’s flight through life
is sustained by the
power of his knowledge”
43. I n t e g r i t y - S e r v i c e - E x c e l l e n c e 43I n t e g r i t y - S e r v i c e - E x c e l l e n c e
Editor's Notes
ASA Chairman: Lt Gov Treadwell (AK) The US Air Force Academy was authorized in 1954 and graduated its first class in 1959. As we are preparing to graduate our 55th class, this presentation provides an update to some of our programs and how we are contributing to the Air Force Mission: To Fly, Fight, and Win, in Air, Space, and Cyberspace.
You may have heard about John Lovell’s book, which states we are Neither Athens nor Sparta; while others say we are Athens versus Sparta. We are actually Athens and Sparta; we need the mental alertness and agility of Athens and the discipline, courage and stamina of Sparta. This necessary balance is best described in a great quote by 19th Century officer Sir William Francis Butler, “The nation that will insist upon drawing a broad line of demarcation between the fighting man and the thinking man is liable to find its fighting done by fools and its thinking by cowards.”USAFA is not Princeton in many, many ways. The fully immersive, integrated, and mutually reinforcing military, athletic, airmanship, character and leadership development programs, in addition to a world-class academic program, make USAFA “Princeton Plus.” USAFA seeks to develop attributes associated with both Athens and Sparta to produce highly educated, trained, and inspired warrior scholars, ready to Fly, Fight and Win in Air, Space and Cyberspace!
**UPDATED September 2012**You may ask, how well are we doing? This slide highlights some of the major accomplishments over the last two years.Institutionally, we are accredited according to standards set by the Higher Learning Commission (HLC). Maximum 10-year accreditation received in 2009. Criterion are in the process of changing and we are participating in the new process.Additionally, our engineering programs are accredited by the Accreditation Board of Engineering Technologies (ABET). We received a 6-year (maximum) accreditation in August 2009. This also included our Systems Engineering program receiving accreditation back to the first class in 2006.In April 2011, our Management program received a maximum 6-year accreditation from the Association to Advance Collegiate Schools of Business (AACSB)- US News & World Report Best Colleges Report 2012 (Sep 2012) #31 National Liberal Arts Colleges (#3 public school) #1 Undergraduate-only Management Program #4 Best Undergraduate Engineering Program #2 Aerospace/Aeronautical/Astronautical Engineering #5 Civil Engineering # 5 Computer EngineeringPrinceton Review (of 377 schools) – #18 in Faculty Making Themselves Accessible; top 5% last 8 years (Aug 2012)#2 on list of Forbes.com America’s Best Value Colleges 2012 (Aug 2012) (West Point #1, USNA #3)#2 on list of 121 top liberal arts colleges as ranked by Parchment (2013 rankings, education data company). Parchment’s ranking system is based on the choices made by college applicants with multiple school acceptances. A higher ranking roughly reflects more students choosing to attend a school when they have other choices to attend other schools. Thus, the ranking is not based on any direct measures of quality, but on college applicants’ preferences. (USMA #6, USNA #7); Also #10 out of 456 total colleges ranked (USMA #15, USNA #16) 2011-2012 Leadership Excellence Magazine rated us as the #3 Top Leadership Development (USMA #8, USNA #5) Government/Military category—May 2012 rankingsTheBestSchools.org, The 50 Best Colleges in the United States, tied with USNA and USMA for #7/8/9“In ranking the 50 best colleges in the United States, we don’t include the big research universities, which tend to invest many more of their resources into graduate rather than undergraduate education. By a “college,” in this article, we mean a school that exists primarily to teach undergraduates. In our ranking, we give high weight to the prospects for personal enrichment and advancement that await students AFTER GRADUATION. College, in our view, should not be a stepping stone to living in mom and dad’s garage or basement. It should be a springboard to a full, rich, independent life.”
The academic program at the Academy is designed to provide cadets with a broad, high-quality education at the undergraduate level. Since its origin, the Academy has sought to produce graduates with the breadth, regardless of specialty, to represent the Air Force well in academic or professional settings and with the general public. The core curriculum provides that breadth and is the centerpiece of the academic program. Every cadet now takes 32 required courses that are balanced between the basic sciences, engineering, humanities and social sciences. In addition, cadets can choose to major in one or more of 31academic areas. Slightly more than one-half of the cadets major in STEM or STEM-related fields with the remainder in the humanities or social sciences. The program is rigorous, with academic major’s requirements set at up to 146 semester hours for disciplinary and interdisciplinary majors. Because of the amount of Science and Engineering courses all cadets take, every one of our graduates, from the first cadet to the last are considered STEM Aware. That means that when the English major graduates and is put in charge of a multi-million dollar satellite program, they have enough knowledge in Astronautics and Space Operations to be conversant and ready to do their job.But developing deep understanding and appreciation across disciplines in the diverse core curriculum (and for learning about all kinds of differences) is not achieved merely by passive completion of courses with designated content. Rather, it requires active engagement of students across their differences. Additionally, the Academy’s 31 Majors and 3 Minors provide the choice and added depth in their field of interest. [Next Slide]This is a graphical representation that describes the Academy’s integrated “core” curriculum. The core is 101 semester hours and is the primary major for all cadets and provides great depth across all learning domains. It is segmented based on content which translate nicely into academic divisions. At the Academy the core really is the major but cadets can choose depth in one of 32 majors. 45 hours are in science and engineering, 45 hours are in humanities and social science.All cadets take at least 2 semesters of Foreign Language as fourth class cadets—a key step in preparing them for a more diverse world. Our Social Science and Humanities majors will take 4 semesters of FL. Another step which we believe will help in enabling cadets to make the adjust to our high academic standards is having only 1 semester of Chemistry during their 4° year; their second semester will be during their 3° year.
These numbers are for the class that graduated last spring. We had a record number of 117 graduates heading straight to graduate school fall, including 1 Rhodes Scholar, 2 Marshall Scholars and 26 directly to Medical School.The right column shows which Air Force Specialty Code, or type of assignment they all received. 45% of the class went to Pilot Training for their first assignment.Pilot45.2%503Acq/Contr9.2%103Intelligence6.7%75Logistics5.0%56Space/Missile 5.0%56Engineer4.8%54Cyber Ops4.6%51Medical3.4%38Force Support2.9%32Civ Engineer2.9%32RPA2.7%30Scientist/Analyst2.4%27Security Forces1.8%20Finance1.8%20Navigator/CSO1.2%13Air Battle Manager0.4%4
[Wings float in 3 seconds after slide builds]As I mentioned at the beginning of the presentation, the mission of the United States Air Force is to Fly, Fight, and Win…in Air, Space, and Cyberspace. We have taken those three mission areas to heart and have a number of programs under each. Following this short video, I will have two of our outstanding cadets tell you about some of them.Roll the video…AIRUAS-RPA Airmanship Training Program provides cadets operationally relevant experiences operating an Aerosonde Mark 4.7 UAS. The program also provides leadership and instructional opportunities for cadets—as they run the program and teach the incoming groups the basics of integrating unmanned systems into military operations. Cadet are brought in from any major, before their sophomore year—getting them in early to get the hands-on experience that they can build upon as they progress in their academics.UAS Research is conducted by three departments—Electrical and Computer Engineering, Mechanical Engineering, and Aeronautical Engineering. To supplement the research programs, cadets participate in several competitions throughout the year. This past summer, our team earned 4th place out of 32 teams in the Autonomous Unmanned Vehicle Systems International (AUVSI) competition in Patuxent River, Maryland.Our Aeronautical Engineering Department also offers a Flight Test Techniques course, where cadets learn the basics of aircraft performance and flying qualities while flight testing in a Cessna T-41 at USAFA and a T-38 at the Air Force Test Pilot School. Many of the course graduates go on to attend the Air Force Test Pilot School as pilots or engineers later in their careers.SPACELearn Space by Doing Space. Similar to the UAS-RPA Airmanship Program, cadets from any major can begin training prior to their sophomore year and continue into leadership and instructional positions. The FalconOPS center controls up to 8 FalconSAT missions a day. When FalconSAT-6 goes on orbit, we’ll have up to 14 missions a day, with cadets taking shifts to monitor the systems, or execute commands to the satellites. In Nov 20120, our Space Systems Research Center (SSRC) launched the FalconSAT-5 into orbit aboard a Minotaur IV from Kodiak, Alaska. The Satellite joined our other satellite, FalconSAT-3, which was launched in 2007. The FalconSAT program is a three-year cycle of designing, building, testing, and then launching a satellite into orbit. Our cadets are currently refining the design of FalconSAT-6, which we hope to launch in July 2014. In April 2009, the FalconLAUNCH program launched a rocket to over 350,000 feet, a world altitude record for university-built rockets.Cadets and researchers in the Space Physics and Atmospheric Research Center (SPARC) design cutting-edge weather and atmospheric instrumentation, or payloads for FalconSAT and the International Space Station.In the Center for Space Situational Awareness Research (CSSAR), cadets locate, identify, and track space objects, including debris (or “space junk”) to determine if it may pose a hazard to other space assets. It’s not always routine either. Just last month, FalconSAT-5 had a near miss with some space junk—only 40 meters away—one of the closest misses ever.CYBERSPACE:With thousands of cyber-attacks daily against the Air Force, DoD, and U.S., the mission to prepare cadets for an ever-evolving cyber battlefield has become critical to our nation’s security. Cyber security today is a combination of offensive strategies and technologies as well as defensive tactics in order to prevent attacks stemming from malware, spyware, and bots and to actively protect our critical systems from larger threats that could damage our financial, infrastructure, or communications systems. The Academy Center for Cyberspace Research (ACCR) has been working to prepare cadets for their future as officers on a cyber-centric battlefield. Cadets from any major may take the basic Cyber Operations summer program prior to their sophomore year. Then, cadets may continue into leadership and instructional positions. They also compete in National Security Agency’s Cyber Defense Exercises and various Cyber Capture the Flag Competitions. Computer Science majors may choose a Cyber Warfare track and most (80%) do.Transition: Hands-on Research at USAFA is not limited to just these areas…
Overall Theme:
MISSION STATEMENT: To educate, train, and inspire men and women to become officers of character, motivated to lead the United States Air Force in service to our nation. The UAS program is a vital part of that experience we provide cadets going into the bold new, changing world we live in.VISION STATEMENT: The United States Air Force Academy … the Air Force’s premier institution for developing leaders of character.The UAS program is a perfect example of how we create a nearly real world leadership laboratory of our cadets.Integrated education, training and research: UAS program provides not only a chance to gain leadership experience and vital training for a new breed of officers, but it allows cadets and faculty invaluable opportunities in research in a growing area for our Air Force and Joint military operations.Support AF/DoD mission priorities: The Air Force has requirements for UAS operators and we have the opportunity and obligation to help mold, educate and train our young officers in this new expanding areaEducate, train, and inspire leaders of character: This is our mission and our ultimate goal. Achieving this will show our success and is not only a obligation to the Air Force but also our nation as well. The UAS has become one of the key weapons for today’s armed forces, therefore we have an obligation to educate and train our officers in this area.
IITA is one of two Institutes; UAS Research COE is one of eighteen. s the nation’s top undergraduate research institution, USAFA conducts widely ranging research programs under government and private industry sponsorship. All research conducted at USAFA involves cadets and staff working together on programs that enrich the cadet experience viz our mission to produce leaders of character for the Air Force. UASs, with their myriad technological, military doctrinal and “just war” challenges present a unique means to achieve our mission-driven ends. As such, our UAS/RPA programs very directly and in many ways uniquely support our mission of educating, training and inspiring leaders of character. The Directorate of Education conducts industry- and government-sponsored research, some of which already impacts RPA employment in the Air Force. Such programs are typically focused on ways to leverage existing technologies to achieve military objectives and involve cadets working side-by-side with research professionals. Coordinated by the Academy Center for UAS Research, several of our academic departments perform UAS research in a number of advanced level courses. Such research programs range from behavioral science programs aimed at developing screening criteria for future UAS/RPA pilots to UAS airframe development and autonomy work. Bringing it all together, the airmanship programs use operational and mature unmanned aerial systems as a holistic training device incorporating basic airmanship, tactics, command and control issues, and the difficult choices faced by combat RPA operators everyday.
The various UAS-RPA airmanship courses each uses a common remote/split operations (RSO) architecture.The aircraft is launched remotely and then handed off to the cadet instructor and his/her students within a geographically separated ground control station, or “GCS”. Once airborne, the cadets execute a number of tactical training scenarios based on the Pred/Reaper Mission Qualification Training (MQT) syllabi and real-world experiences. Operations involve cadets on the ground as blue- and red-force role players, an Air Operations Center that provides C2 oversight and is also manned solely by cadets, along with two airborne Aerosonde UASs, sharing airspace and providing real-time, full color, full motion video. Scenarios include perimeter security, basic ISR, “buddy lazing” and coordinating airstrikes, SAR and force protection missions. By combining our Air Operations Center, the launch and recovery site, cadet role players in the field and our Mission Element Ground Control Station, we are able to present cadets with comprehensive and realistic tactical scenarios. These scenarios expose our cadets to the full range of UAS/RPA capabilities and challenges, and help to prepare them for real-world issues they will see as tomorrow’s Air Force leaders.
[This slide is now hidden, as this material is essentially being covered by MG Poss.]SECDEF Gates Quote: Apr 2008… speech at Air War College: http://www.defense.gov/speeches/speech.aspx?speechid=1231Gen Schwartz Quote: Jun 2009… http://www.usatoday.com/news/military/2009-06-16-drones_N.htm?LTG James Thurmon Quote: Jan 2010… http://www.af.mil/news/story.asp?id=123196925Lt Gen Deptula Quote: July 2009… http://www.cnn.com/2009/WORLD/americas/07/23/wus.warfare.remote.uav/index.htmlSenior Ranking officials’ comments about UAS-RPAsIncluded an Army 3-star to show “jointness”They are organized in a “cascading rank order…”Message: We cannot escape the reality… UAS-RPAs are the future! Additional Quotes: (not as good as the ones in the slide)ADM Mike Mullen, CJCS: “We are asking for more capability in unmanned aircraft and ground-based collection systems, including nearly $3 billion to double the procurement rate of the MQ-9 Reaper by fiscal year ’12.”---– Mar 2010 http://www.globalsecurity.org/military/library/news/2010/03/mil-100324-afps03.htm ----------------------------------- SECAF Michael B. Donley: “In 2000, we projected a fairly small unmanned aerial system fleet in 2020, of less than 80 in our inventory. Of course, today's glide path takes us to more than 380, with the strategic and cultural implications vastly greater than those numbers alone would indicate. “ Sep 2009http://www.af.mil/information/speeches/speech.asp?id=503
MISSION STATEMENT: To educate, train, and inspire men and women to become officers of character, motivated to lead the United States Air Force in service to our nation. The UAS program is a vital part of that experience we provide cadets going into the bold new, changing world we live in.VISION STATEMENT: The United States Air Force Academy … the Air Force’s premier institution for developing leaders of character.The UAS program is a perfect example of how we create a nearly real world leadership laboratory of our cadets.Integrated education, training and research: UAS program provides not only a chance to gain leadership experience and vital training for a new breed of officers, but it allows cadets and faculty invaluable opportunities in research in a growing area for our Air Force and Joint military operations.Support AF/DoD mission priorities: The Air Force has requirements for UAS operators and we have the opportunity and obligation to help mold, educate and train our young officers in this new expanding areaEducate, train, and inspire leaders of character: This is our mission and our ultimate goal. Achieving this will show our success and is not only a obligation to the Air Force but also our nation as well. The UAS has become one of the key weapons for today’s armed forces, therefore we have an obligation to educate and train our officers in this area.
Core Curriculum Cyber ContentAll of core CS110 is dedicated to computer and cyber-related topics with a 5-lesson emphasis on Cyber WarfareCadets do NOT use cyber (hacking) tools in CS110, but do learn how to better protect their own PCsECE 315 includes a 12-lesson block on information and signal processing, with 2 cyber-specific lessons -- one lesson includes discussion of Dr. Kamal Jabbour’s “50 Cyber Questions Every Airman Can Answer”DFMI added two cyber-specific lessons to core MSS 200 in the past few yearsCore Physics 215 (General Physics II) covers foundational material on the electromagnetic spectrumOther core courses such as Philos 310 (Ethics) also touch on cyber topics in assigned papers and projectsExisting Cadet Wing cyber training is limited to Commissioning Education lesson on Information Operations (Info Assurance/Computer Security-related)Cyber ElectivesMSS 470 is taken by Military Strategic Studies majorsLaw 440 is taken by Comp Sci majors and Legal Studies majorsPoliSci 495: 10 cadets, many majors, writing research papers,
Computer Science major at USAFA covers traditional subjects with programming, networks, architecture, info storage and retrieval. As part of the Comp Sci major, USAFA introduced an “Information Assurance” track for the major in 2004 and renamed it to “Cyber Warfare” in 2008. About 90 cadets have taken this track since 2004.Over 80% of Comp Sci majors choose the Cyber Warfare trackCS438: Comp Sec & Info Warfare focuses on more theoretical aspects of cyber security and includes a cadet research project on a cyber technologyCS468: Network Securityfocuses on applied cyber operations and includes designing, building, and securing a computer networkCS431: Cryptography is math-intense and counts as a math option for the CS major – think of it as a “secret code making and code breaking” course (431 is a prime number, prime numbers are used in cryptography)The number of CS grads has been increasing in recent years unlike the national trend in Computer Science Programs. The chart shows the number of CS majors enrolled after spring registration. Note that this is NOT the number of CS grads in each year. The number of CS majors per class today is: 2011 = 22; 2012 = 31; 2013 = 40 (Typically a few majors drop out in the upper class years)Number of Computer Science majors by class (Spring 2010)
CSRPThe NSA has been a great partner of USAFA and pays for obtaining Top Secret security clearances for cadets in the NSA and USCYBERCOM programsNSA provides a visiting faculty member to the Comp Sci department (DFCS)CIA provides a visiting faculty member to the Political Science dept (DFPS)AF MGen Suzanne Vautrinot (USCYBERCOM/J5) has personally mentored USAFA cadets in our summer research program the past two yearsComputer Science, Computer Engineering, and Physics are the primary majors providing cadets to these CSRP programs which are highly selectiveACCRThe Academy Center for Information Security (ACIS) was formed in 2004 and renamed ACCR in 2008ACCR is housed in DFCS with Dr. “Dino” Schweitzer as the full time DirectorCadets are involved in most ACCR research projects -- last year ACCR research resulted in 14 research publications with 4 cadet co-authorsAFOSR = AF Office of Scientific Rsch; AFRL = AF Research LabsDIAP = DoD’s Defense Information Assurance ProgramNRO intends to provide significant new funding to ACCR in FY11
Cyber Warfare Club started in 2008Open to cadets of any major – about 30 are very active todayCadets learn hands-on cyber skills (hacking, etc.) on a completely independent & isolated network created by DFCS in Fairchild HallIn the last two years, our best cadets have participated in two competitions against other schools – we expect the number of competitions to grow in the futureDFCS also brings in expert speakers to speak to the club
The shortened schedule allows cadets to experience an aviation program and Basic Cyber over their summerDay 1Basic NetworkingAdvanced NetworkingNetwork MappingDay 2Remote ExploitsDenial of ServiceClassified Threat BriefDay 3Web VulnerabilitiesSocial EngineeringPassword VulnerabilitiesDay 4PersistenceWi-Fi ExploitationNetwork DefenseDigital ForensicsDay 5 Capstone Mission
This is evolving into an intercollegiate team. 8 slots have limited on season status (meaning they are exempted from intra-mural sports to develop their skills)
Green = Undergrad OnlyBlack = Undergrad and GraduateYellow = Undergrad, Graduate, and Cyber Professionals (Hackers too!)
Cube-SatePhoton Sieve for imaging the sunFree-FallWanted to determine if the deployment system would work in free fallNot worried about reaching optical tolerancesDeployment system does not work in lab conditions without being offloadedHard to predict free fall behaviors
Chemistry Magic Shows“Physics is Phun” ShowsCool Science Activities and EventsMentored MESA TeamsJudged FIRST Lego LeagueSupported FIRST Robotics ColoradoGiven bilingual talks to local schoolsPresentation at MathCountsCool Science FestivalTours of USAFA Labs