This certificate recognizes my participation in training dedicated to the System-Wide Safety Project, a NASA initiative focused on enhancing safety across all levels of aviation. As a STEAM educator, integrating this content strengthens my ability to explain how engineering, risk management, and operations research combine to create more reliable and resilient flight systems.
This certificate recognizes my participation in training focused on the return and reentry of Artemis I—one of the most complex and demanding phases of any space mission. As a STEAM educator, integrating this material strengthens my ability to explain how physics, thermal engineering, and navigation combine to bring a spacecraft safely back home.
This certificate recognizes my participation in training focused on effective strategies for teaching STEM to educators and families. As a STEAM educator, integrating this content strengthens my ability to create clear, accessible, and engaging learning experiences, both in the classroom and in community settings.
This certificate recognizes my participation in training dedicated to Advanced Air Mobility, a NASA initiative that seeks to transform how we travel by air through safer, more efficient, and more accessible technologies. As a STEAM educator, integrating this content strengthens my ability to explain how aviation is evolving toward smarter and more sustainable systems.
This certificate recognizes my participation in training focused on the role models who inspire the Artemis Generation. As a STEAM educator, integrating this content strengthens my ability to demonstrate how personal journeys, diversity, and dedication within NASA serve as sources of motivation for students and future explorers.
Is a classic World War I story that focuses on Italy, France, and Britain in the Great War.
This book is a piece of war propaganda by H.G. Wells which was published in North America under the title Italy, France and Great Britain at War (the subtitle of the British original).
With the exception of the opening piece, its chapters were published as articles in the press.
Although he proclaimed at the beginning of the volume that "I declare myself an extreme pacifist", Wells strongly supported Britain's war against Germany "in the hope that thus we and the world can get rid of the German will to power and all". its humiliating and disgusting consequences from now on forever.
War and the future is divided into four parts. In the first part, titled "The Death of the Effigy", Wells argues that "the great man in this war is the common man", sketching a portrait of General Joffre as "a single figure who represents the best quality of warfare." ally", due to his "leadership without vulgar ambitions... It is as if it were the ordinary common sense of men, incarnate." In an account of a visit to the King of Italy, "the first king I ever knew", Wells is impressed by the monarch's lack of pomp and regality.
The second part, entitled "The War in Italy" (August 1916), describes the city of Udine and the mountain warfare, as well as a visit to Verona, Venice, and Milan.
The third part, "The Western War" (September 1916), describes visits to the Western Front near Arras and Soissons in France. Wells expresses his confidence that aerial dominance methods, combined with photography, have allowed the Allies to develop tactics that will surely defeat Germany.
Wells praises the British soldiers but criticizes the officer corps for its rigidity of mind. He emphasizes that new technologies have transformed the art of warfare in ways that military professionals are too slow to comprehend. In particular, fighting in disciplined formations and cavalry are no longer of military importance, while "artillery is now the most essential instrument of war." Wells describes a tour of a munitions factory given by André Citroën. He devotes a chapter to tanks as "the beginning of a new phase of warfare" and notes that in 1903 he had described a tank in a short story ("The Land Ironclads").
The final part of War and the Future is entitled "How People Think About War" and addresses a variety of topics:
- The inability of contemporaries to understand the nature and causes of war;
-The psychology of what he calls "the profitable pacifist" (willing to accept any kind of peace), origins that he finds in "the resentful employee", and the "conscientious objector"
-The effect of war on religious thought;
-French and Italian doubts about the British;
-The effect of the war on future labour relations;
-The prospects of ending the war. On the latter issue, Wells saw a chance for victory in 1917, but conceded that "the universally detested war may continue until 1918 or 1919."
Wells said that "the United States should finally take responsibility for a world peace agreement.
In general, it is a slow book, but with an interesting vision of the war from the ideological point of view of the English Empire.
This certificate recognizes my participation in training focused on the role models who inspire the Artemis Generation. As a STEAM educator, integrating this content strengthens my ability to demonstrate how personal journeys, diversity, and dedication within NASA serve as sources of motivation for students and future explorers.
Grateful to be part of Global Astronomy Month and to contribute to the mission of One People, One Sky. Science outreach continues to be a bridge that unites us.
This certificate recognizes my participation in training focused on 3D printing applied to sustainable aviation. As a STEAM educator, integrating this content strengthens my ability to explain how new manufacturing technologies can transform aeronautical design, leading to solutions that are more efficient and environmentally responsible.
These observations are being used by astronomers to understand how the black hole at the centre of the Milky Way galaxy, known as Sagittarius A* (or simply Sgr A*), interacts with and benefits from its environment, which is 26,000 light-years away from Earth.
One of the main goals was to capture X-ray flares. These flares are believed to be driven magnetically similar to the Sun's but can be tens to millions of times more powerful. The EHT observes flares approximately every day in the sky, which is slightly larger than the event area of Sgr. A*, the point at which there is no return for the matter that falls inward. A second goal was to get a better understanding of what's happening on a larger scale. The EHT result shows striking similarities to M87*, which was the last black hole it imaged. However, the larger picture is more complex.
"If the EHT image shows us the eye of a black hole hurricane then these multiwavelength measurements reveal winds and rain equivalent to hundreds, or even thousands, of miles beyond," Daryl Haggard, McGill University, Montreal, Canada, one of the leading scientists in the multiwavelength campaign. "How does the cosmic storm interact with, and even disrupt, its galactic environment?"
One of the most important questions about black holes is how they gather, ingest, expel, or ingest material at near-light speed. This is called "accretion" and is essential to the formation of stars, planets, and black holes of any size throughout the universe.
Chandra images of hot gases around Sgr A*, which are vital for accretion studies, tell us how much material is captured by nearby stars by the black holes' gravity and how much makes it to the event horizon. These critical details are not available using current telescopes for M87* or any other black holes in the universe.
"Astronomers agree on the basic facts -- black holes have material swirling about them and some of that falls across the event-horizon forever," Sera Markoff, a coordinator of multiwavelength observations at the University of Amsterdam in the Netherlands. "With all the data we have gathered for Sgr. A*, we can get a lot more than this basic picture."
The large international collaboration of scientists compared data from NASA's high energy missions and other telescopes to state of the art computational models. These models take into account factors like Einstein's general theory and effects of the magnetic field, as well as predictions about how much radiation material around the black holes should produce at different wavelengths.
Comparing the models to the measurements suggests that the magnetic field surrounding the black hole is strong. The angle between the line of sight to the black holes and its spin axis is also low, less than 30 degrees. This means that we see Sgr A* from our vantage point more than we do from side-on. It is remarkably similar to EHT’s first target M87*.
The EHT observations also revealed that the researchers were able to capture X-ray outbursts from Sgr. A*. One was faintly seen with Chandra, Swift, and another moderately bright with Chandra. Chandra regularly observes X-ray flares similar in brightness to those seen with Chandra. However, this is the first time the EHT simultaneously observed Sgr. A*. This gives the EHT an exceptional opportunity to identify the responsible mechanism by using actual images.
This monster is far away, at 26,000 light-years, so it's unlikely that we will ever encounter any danger.
What is a "black hole"?
-A black hole is an area of space in which matter has collapsed on itself
-The gravitational pull on everything is so strong that even light cannot escape.
-The explosive demises of large stars will lead to the formation of black holes
-Some are even more massive than others and weigh billions of times as much as our Sun.
-It is not known how these monsters, which are found in galaxy centres, were created.
-It's evident that they are energizing the galaxy and will impact its evolution
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This is a technical tour.
EHT uses a technique called Very Long Baseline Interferometry (VLBI) to trick the system. This essentially combines eight radio antennas in a wide spacing to create a telescope that is the same size as our planet. This arrangement allows the EHT to measure the angle of the sky in microarcseconds. EHT team members speak of a sharpness in vision that is similar to seeing a bagel on top of the Moon.
Even so, supercomputing is required to create an image from several petabytes (PB = one million gigabytes).
A black hole's lens or bends can indicate that there is no light. However, the brilliance and power of matter bursting around the darkness and expanding out into an accretion disk is a clue to where it is.
This certificate recognizes my participation in training focused on understanding how an aircraft's shape influences its aerodynamic behavior. As a STEAM educator, integrating this content strengthens my ability to explain how geometry, engineering, and physics combine to create more efficient and stable flights.
Participating in this event hosted by NASA EPDC and Texas State University builds upon my prior training in design and engineering processes by adding a perspective focused on observing, imitating, and transforming ideas from the natural world. This approach enables me to enrich my educational programs with activities that connect biology, robotics, and creative thinking.
This certificate recognizes my participation in training dedicated to the launch of Artemis I, a milestone marking the beginning of a new era in lunar exploration. As a STEAM educator, integrating this content strengthens my ability to explain how the most critical moment of any space mission—liftoff—is coordinated, executed, and monitored.
This certificate recognizes my participation in training focused on the ground systems that enable the launch and operation of space missions. As a STEAM educator, integrating this content strengthens my ability to explain how engineering, logistics, and technology combine on the ground to allow a mission to lift off into space.
This certificate recognizes my participation in training focused on propeller design and the principles determining their efficiency. As a STEAM educator, integrating this content strengthens my ability to explain how the shape, angle, and engineering behind a propeller directly influence an aircraft's performance.
This certificate recognizes my participation in training focused on drag devices and their role in aircraft behavior. As a STEAM educator, integrating this content strengthens my ability to explain how engineering and physics combine to control flight and ensure stability and safety.
