Bibliographic record
Abstract
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract The International Space University (ISU) Irina Nelson, Ph.D. Physics Professor, SLCC, 4600 S. Redwood Rd., Salt Lake City, Utah 84130 Visiting Faculty, 2002-2005, ISU, 67400 Illkirch, Strasbourg, France Irina.Nelson@slcc.edu irina.nelson@earthlink.net Abstract The International Space University (ISU) is a unique institution of higher learning and professional development whose mission is to “… develop future leaders of the world space community…” ISU offers two programs leading to Master of Space Studies (MSS) and Master of Space Business (MSB) degrees, a Summer Session Program (SSP), and a variety of seminars, workshops, round-table forums, and research services. ISU is accredited by the French Ministry of Education and has bilateral agreements with a number of affiliated academic, research, and industrial institutions in America, Europe, Asia, and Australia. This paper presents the ISU academic programs, illustrates its worldwide recognition, and provides information on the exceptional opportunities for education and international collaboration in space-related areas. Introduction The International Space University (ISU),1 founded in 1988, is an accredited institution of higher learning providing intensive multidisciplinary graduate-level training in space-related disciplines including space science, space engineering, space policy and law, space business and management, and space and society. ISU conducts its activities at its Central Campus in Strasbourg, France, 2 and at various other locations worldwide. The ISU mission is to “…develop future leaders of the world space community by providing interdisciplinary educational programs to students and space professionals in an international, intercultural environment.” 3 Distinctive for ISU is its focus on the “3 I” characteristics: Interdisciplinary, International, and Intercultural. The exposure of the ISU students to multidisciplinary educational programs and the opportunity to teamwork and network across national and cultural boundaries are not available in any other educational institution. In 2004, the International Satellite and Communications exchange (ISCe) Conference and Expo awarded ISU its prestigious ISCe Education Award. ISU currently employs seven full time resident faculty coming from six different countries (Belgium, France, Ireland, Japan, Russia, and the UK,) with extensive experience in research, business, and academia, and with previous affiliation with space agencies, space industries, universities, and governmental and non-governmental organizations. Their expertise spans over both technical and non-technical fields relevant to space, including: orbital mechanics, astrophysics, space applications, space business and management, rocket development, space information technologies, law, and humanities. In addition, seven part-time faculty (from Canada, France, Germany, Russia and the UK) and numerous (typically fifty) visiting lecturers representing different countries, contribute their expertise in various specialized topics such as: space utilization, space safety, project management, financing and insurance, human resources management, research, innovation, and technology transfer, patent and intellectual property, strategic alliances and international project management, etc. 4 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2005, American Society for Engineering Education”
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".