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High speed UFO-Fastwalker passes close to a drone in straight path
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By USH
The crew of a Surjet private air service flight had an unusual encounter on December 23 while returning to Fort Lauderdale. Flight attendant Cassandra Martin, along with two pilots, was onboard the aircraft flying over the Bahamas when an unexpected event caught their attention.
“I suddenly heard air traffic control say, ‘We have a foreign object; can you please identify it?'” Martin recounted to NBC Miami.
Curious, she looked out the window. “I glanced to the left, and the pilot noticed three objects, though I only saw one. I quickly grabbed my phone, pressed it against the window, and tried to record a video of the object,” she explained.
Martin described the orb as white, later shifting to a faint green hue, almost as though surrounded by an electric field. The object followed their flight for about 45 minutes before disappearing.
What made the sighting extraordinary was the altitude. The jet was cruising at approximately 43,000 to 45,000 feet, yet the orb was far above the aircraft and still managed to track it for the extended duration.
The orb’s speed and maneuverability ruled out possibilities such as a balloon or a consumer drone. Unless the orb is of extraterrestrial origin, the orb might be a craft or drone equipped with highly advanced technology not yet publicly known, akin to recent reports of sophisticated drones spotted across the U.S.
This remarkable incident follows a December 16, 2024 sighting aboard United Airlines flight UA2359 from Chicago to Newark. During that flight, a passenger filmed several unidentified orbs at altitudes between 40,000 and 50,000 feet. Additionally, reports surfaced from at least four commercial airline pilots who witnessed mysterious, colorful, circular lights moving at extreme speeds over Oregon in the same month.
These repeated sightings raise questions: Are they advanced black projects hidden from public knowledge or evidence of something extraterrestrial? Regardless of their origin, the increasing reports of advanced drones and strange orbs suggest that something significant is occurring. View the full article
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By NASA
NASA’s Office of STEM Engagement at Johnson Space Center in Houston offers students a unique gateway to opportunity through the High School Aerospace Scholars (HAS) program. The initiative provides Texas juniors with hands-on experience in space exploration, working on projects ranging from rocket building to problem-solving in collaborative teams.
The stories of HAS alumni highlight the program’s impact, showcasing how it has opened doors to diverse careers in STEM and inspired graduates to empower others.
Johnson Community Engagement Lead Jessica Cordero, who served as the manager of the HAS program from 2018 to 2021, reflected on her time with the students:
“I had the privilege of working with so many incredible students who brought imagination and determination to their dreams,” she said. “During HAS, they connected with peers who shared their passion for NASA and STEM, and by the time they completed the program, they had a clear vision of the degrees they would pursue in college. These students are the Artemis Generation—we are in great hands!”
Meet Former HAS Student Neel Narayan
For Neel Narayan, NASA’s HAS program was a transformative experience that reshaped his understanding of space exploration and his place within it.
Through his time in the program, Narayan learned to navigate complex challenges with confidence. “My experience working with difficult information at HAS, combined with having mentors explain the unknown, taught me to be okay with confusion and comfortable with solving hard problems,” he said. “That’s what STEM is all about.”
Neel Narayan at NASA’s High School Aerospace Scholars (HAS) 20th anniversary ceremony. Before participating in the program, Narayan had a narrow view of what a STEM career entailed: long equations and solitary hours behind a computer. HAS completely dismantled that misconception. He said the program, “broke the most complex concepts into granular bites of digestible information, showing that complexity can be distilled if done correctly.”
“During the one-week onsite experience, I was talking to scientists, building rockets, and exploring NASA facilities—none of which involved equations!” he said. “HAS taught me that STEM is not confined to technical work.”
Narayan describes HAS as an eye-opening experience that redefined his approach to problem-solving. “Most of us are unaware of what we don’t know,” he said. “In collaborating with others, I was made aware of solutions that I didn’t know existed. The greatest asset you can have when solving a problem is another person.”
He credits the HAS community, especially his fellow scholars, with shaping his academic and professional growth. “I benefited most from the networking opportunities, particularly with the other HAS scholars in my cohort,” he said. “For those of us studying together in California, we’ve met up to discuss work, school, and external opportunities. Everyone in the program comes out very successful, and I’m grateful to have met those people and to still stay in touch with them.”
For high school students considering STEM but unsure of their direction, Narayan offers simple advice: keep exploring. “You don’t need to know your career path yet—in fact, you shouldn’t,” he said. “There is no better field to explore than STEM because of its vastness.”
Neel Narayan, University of Stanford. Narayan is currently pursuing a master’s degree in computational and mathematical engineering at Stanford University after earning an undergraduate degree in computer science. With his graduate program, Narayan is building on the foundation he developed through NASA’s HAS program.
Narayan aspires to contribute to the agency’s innovation and groundbreaking work. “NASA’s research changes the world, and being part of that mission is a dream I’ve had for a while,” he said.
Meet Sarah Braun
NASA’s HAS program solidified Sarah Braun’s understanding of how a STEM career could encompass her diverse interests, from design and education to plotting spacecraft orbits and planning launches. From her time in HAS to her current space exploration career, Braun believes STEM can be as multifaceted as the people who pursue it.
“HAS showed me the options ahead were as endless as my imagination,” she said. “The program convinced me that all my skills would be put to use in STEM, including getting to be creative and artistic.”
Sarah Braun engages in science, technology, engineering, and mathematics outreach at the Air Zoo Aerospace & Science Museum in Portage, Michigan, standing beside a Gemini model. The program gave her the opportunity to network, problem-solve, and collaborate with students from various backgrounds. “Learning how to communicate designs I could picture in my head was the biggest challenge, but by observing my teammates and mentors, I built the skills I needed.”
The networking opportunities she gained through HAS have also been instrumental to her academic and career growth. “The mentors I met through HAS have supported me throughout college and into my early career,” she said. “They taught me countless technical skills and how to best take advantage of my college years. I would never have made it to where I am today without HAS!”
After completing the HAS program, Braun interned with NASA, where she worked on space systems and paved the way for her career at Collins Aerospace.
Sarah Braun at the National Museum of the U.S. Air Force in Dayton, Ohio. She stands in front of the hardware she now works on at Collins Aerospace. Braun advises high school students uncertain about their career paths to get engaged and ask questions. “There are so many people out there who pursue STEM to follow a passion or challenge themselves,” she said. “Talking with people about what they have experienced and learned has been a huge help and inspiration for me throughout the years.”
She is also passionate about inspiring and educating others. “Whether I’m leading after-school STEM clubs or mentoring students, outreach and teaching have become my biggest contributions to NASA’s mission of exploration and discovery,” said Braun.
Meet Audrey Scott
Audrey Scott credits the HAS program with giving her a chance to explore science in the real world. “I experienced the excitement space could bring through livestream events like the landing of NASA’s InSight Lander mission and Cassini’s Grand Finale,” she said.
Audrey Scott, front, with fellow 2019 HAS graduates. Scott shared that the HAS program opened her eyes to the vast possibilities within STEM fields. Seeing the many ways to apply a STEM degree in practice broadened her perspective and inspired her to pursue her passion.
After HAS, Scott chose to study astrophysics at the University of Chicago in Illinois, where she is now pursuing her Ph.D. in experimental cosmology and laying the groundwork for a future in space exploration.
“My time with HAS and its encouragement of STEM excellence gave me the confidence I needed to take the plunge,” said Scott.
The program also transformed her approach to teamwork and exposed her to fast-paced problem-solving. “My school didn’t prioritize group projects, so working with people from all different backgrounds and personalities was informative for my future work in college,” she said. “HAS was a safe space to experiment with being both a leader and collaborator.”
She encourages high school students uncertain of their path to “try everything.” Scott advises, “If you have a moment of fascination, take advantage of that intellectual and creative energy, and learn something new. Time spent realizing you don’t like something is just as useful as time spent realizing you do.” She also recommends seeking out resources, finding mentors, and talking to everyone.
Scott continues to connect with some of her HAS cohort, especially young women navigating STEM paths alongside her. “We’ve been able to support each other through challenges,” she said. “Being part of HAS made me, in a way, part of the NASA family.”
Audrey Scott, front, with fellow 2019 HAS graduates. Scott’s HAS experience opened doors to opportunities like the Brooke Owens Fellowship, where she worked on a satellite in partnership with NASA’s Goddard Space Flight Center in Greenbelt, Maryland, and later the Illinois Space Grant award, which took her to NASA’s Jet Propulsion Laboratory in Southern California. She envisions part of her thesis research as a Ph.D. candidate taking place at a NASA center and remains open to a future at the agency.
“I’ll continue advocating for space exploration and pushing the boundaries of what’s known,” she said. “In my research, I’m driven by questions like, ‘What did the beginning of the universe look like—and why are we here?’”
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By NASA
The ARCSTONE observatory is shown in low Earth orbit with the spectrometer viewing the Sun and Moon. The spacecraft rotates in order to view the Moon or the Sun. One of the most challenging tasks in remote sensing from space is achieving required instrument calibration accuracy on-orbit. The Moon is considered to be an excellent exoatmospheric calibration source. However, the current accuracy of the Moon as an absolute reference is limited to 5 – 10%, and this level of accuracy is inadequate to meet the challenging objective of Earth Science observations. ARCSTONE is a mission concept that provides a solution to this challenge. An orbiting spectrometer flying on a small satellite in low Earth orbit will provide lunar spectral reflectance with accuracy sufficient to establish an SI-traceable absolute lunar calibration standard for past, current, and future Earth weather and climate sensors.
Learn More.
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By NASA
To put boots on the Moon—and keep them there—will require bold thinkers ready to tackle the challenges of tomorrow.
That’s why NASA’s Office of STEM Engagement at Johnson Space Center in Houston is on a mission to empower the next generation of explorers in science, technology, engineering, and mathematics (STEM).
Through the High School Aerospace Scholars (HAS) program, Texas juniors have the opportunity to immerse themselves in space exploration through interactive learning experiences.
“HAS is such an important program because we introduce students to the multitude of careers and experiences that contribute to space exploration,” said NASA HAS Activity Manager Jakarda Varnado. “We go beyond asking students who they want to be when they grow up and ask what problems they want to solve.”
Meet Former HAS Student Madeline King
Madeline King always knew she wanted a career in STEM, with a dream of working at NASA influencing her decision to pursue a degree in Engineering.
Before joining HAS, King thought scientists mainly worked in labs and engineers focused on design. But the HAS program revealed a different reality—scientists and engineers often collaborated on interdisciplinary projects, sometimes even sharing roles.
Official portrait of Madeline King.NASA The program broadened King’s perspective on the diverse paths a STEM degree can lead to. It showed her that careers at NASA offer opportunities across various fields and disciplines.
King said participating in HAS helped to strengthen her problem-solving skills and ability to think creatively. The program required students to tackle complex technical tasks independently, emphasizing self-directed learning. King describes HAS as fun, challenging, and engaging, which helped her excel in technical roles.
“Learning to digest and internalize this information is a skill I continue to use when getting up to speed in new groups or taking on projects outside my current skill set,” said King.
Though King joined HAS during COVID-19, which limited in-person interactions, the experience still made an impact. Her mentors also offered insights into graduate school options, helping her weigh the benefits of advanced degrees against gaining hands-on experience at NASA.
The program opened doors to internships at Johnson in the Engineering Robotics and the Avionics Systems Integration Division. Now, she is studying mechanical engineering at the University of Houston, bringing passion and experience in electronics, robotics, education, project management, and aviation.
“Early on in my internship journey, HAS shined on my resume,” she said. “It demonstrated that I already had experience with NASA’s culture, values, and mission.”
Looking forward, King envisions herself as a flight controller, contributing to both the International Space Station Program and the Artemis campaign. Driven by her passion for NASA’s mission, King is just beginning her journey and is eager to be part of the future of space exploration.
“My internships since HAS have allowed me to make small contributions to both of these missions, and I’m excited to specialize as a full-time engineer,” said King.
Meet Caroline Vergara
As a first-generation student, Caroline Vergara lacked the resources to fully explore her interests in aerospace engineering, let alone envision what that career might look like. That all changed when she was accepted into NASA’s HAS program.
“The exposure to real-world innovation ignited my desire to be part of something bigger, something that pushes the boundaries of human knowledge and capability,” she said.
Caroline Vergara announces the launch of the model rocket she built during her time in the HAS program. NASA/David DeHoyos Touring NASA facilities and watching engineers work on projects opened her eyes to the possibilities in STEM. Today, Vergara is a propulsion design engineering intern at United Launch Alliance, contributing to the Vulcan rocket as a Brooke Owens Fellow.
Vergara initially thought working in STEM was mostly about writing equations or running simulations but HAS showed her it is so much more. “A STEM career is about curiosity, collaboration, and the power to change the world,” she said.
During the program, Vergara joined a team of students to tackle a mission simulation project. They called themselves “Charlie and the Rocket Factory” and designed a prototype rocket together. Working with peers from all over the country showed her the power of diverse perspectives. She experienced firsthand what it was like to be part of a team with a shared vision, working toward something bigger than themselves.
Vergara also discovered her love for 3D printing and computer-aided design through HAS. She spent hours fine-tuning designs, fascinated by the process of turning digital models into physical reality.
Her experience with HAS also sparked a desire to give back. She returned to her hometown to share her story and encourage other students to pursue STEM. Partnering with Johnson Community Engagement Lead Jessica Cordero, she organized video conferences with NASA engineers on International Women in Engineering Day to inspire a new wave of students to be part of space exploration.
“The aerospace industry is entering a new space age, and we have the unique opportunity to put humans back on the Moon and explore beyond,” she said.
Her advice to the Artemis Generation is: “Go for it! You could be part of the generation that changes humanity’s destiny.”
Caroline Vergara, University of Houston Class of 2025. As a mechanical engineering honors student at the University of Houston and chief engineer of Space City Rocketry, Vergara envisions contributing to the Artemis campaign and advancing NASA’s mission to explore the cosmos.
“My dream is to contribute to space exploration efforts that put humans back on the Moon and beyond, and to one day work in Mission Control Center, where I can help guide those historic missions into the future.”
Meet Iker Aguirre
For Iker Aguirre, the spark that ignited his journey toward a career in aerospace was lit by a passing conversation during his freshman year of high school. A senior classmate described the HAS program as a once-in-a-lifetime experience that cemented his passion for aerospace. That moment stayed with Aguirre, and when the opportunity arose, he did not hesitate to apply.
Iker Aguirre inside the Vehicle Assembly Building at NASA’s Kennedy Space Center in Florida. “HAS showed me that in order to accomplish something as complex as Artemis, you need a well-rounded set of teams and individuals,” he said. “You don’t need to study aerospace to be in the aerospace industry!”
In 2020, Aguirre participated during the remote-only version of HAS, but he recalls that the program still gave him a much deeper understanding of the spaceflight industry.
Despite already being interested in aerospace, Aguirre says HAS broadened his horizons, showing him the diverse pathways into the field. Through collaborative projects with peers across Texas, he discovered that solving the challenges of space exploration requires more than just aerospace engineers.
The program’s emphasis on teamwork left a lasting impression. During his time with HAS, Aguirre found himself working alongside students from different backgrounds, each bringing unique perspectives to problem-solving. It introduced him to dedicated and passionate people with various personalities and cultures who all shared similar dreams and aspirations as him.
Aguirre credits HAS with not only refining his technical skills but also shaping his approach to innovation and teamwork. That experience paid off as he moved through his academic and professional journey, including Pathways program internships with NASA’s Johnson Space Center in Houston and Marshall Space Flight Center in Huntsville, Alabama.
“Getting connections at NASA through HAS helped me open many doors so far,” said Aguirre. “I met many good friends through HAS and my internship at Johnson, which I value to this day.”
Now pursuing a degree in rocket propulsion, with a focus on turbomachinery design, Aguirre remains committed to advancing space exploration. He hopes to contribute to humanity’s mobility in space, tackling challenges in rocket engine feed systems.
Iker Aguirre at NASA’s Johnson Space Center during his HAS internship. Through HAS, Aguirre found not just an educational program, but a community and a purpose. “My journey will forever be interlinked with NASA’s core values of benefiting humanity on and off the Earth,” he said. “I hope to inspire others just as much as the people who inspired me through my journey!”
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By NASA
3 min read
Preparations for Next Moonwalk Simulations Underway (and Underwater)
A Boeing 777-300ER aircraft is being inspected by one of Near Earth Autonomy’s drones Feb. 2, 2024, at an Emirates Airlines facility in Dubai, United Arab Emirates.Near Earth Autonomy A small business called Near Earth Autonomy developed a time-saving solution using drones for pre-flight checks of commercial airliners through a NASA Small Business Innovation Research (SBIR) program and a partnership with The Boeing Company.
Before commercial airliners are deemed safe to fly before each trip, a pre-flight inspection must be completed. This process can take up to four hours, and can involve workers climbing around the plane to check for any issues, which can sometimes result in safety mishaps as well as diagnosis errors.
With NASA and Boeing funding to bolster commercial readiness, Near Earth Autonomy developed a drone-enabled solution, under their business unit Proxim, that can fly around a commercial airliner and gather inspection data in less than 30 minutes. The drone can autonomously fly around an aircraft to complete the inspection by following a computer-programmed task card based on the Federal Aviation Administration’s rules for commercial aircraft inspection. The card shows the flight path the drone’s software needs to take, enabling aircraft workers with a new tool to increase safety and efficiency.
“NASA has worked with Near Earth Autonomy on autonomous inspection challenges in multiple domains,” says Danette Allen, NASA senior leader for autonomous systems.
“We are excited to see this technology spin out to industry to increase efficiencies, safety, and accuracy of the aircraft inspection process for overall public benefit.”
The photos collected from the drone are shared and analyzed remotely, which allows experts in the airline maintenance field to support repair decisions faster from any location. New images can be compared to old images to look for cracks, popped rivets, leaks, and other common issues.
The user can ask the system to create alerts if an area needs to be inspected again or fails an inspection. Near Earth Autonomy estimates that using drones for aircraft inspection can save the airline industry an average of $10,000 per hour of lost earnings during unplanned time on the ground.
Over the last six years, Near Earth Autonomy completed several rounds of test flights with their drone system on Boeing aircraft used by American Airlines and Emirates Airlines.
NASA’s Small Business Innovation Research / Small Business Technology Transfer program, managed by the agency’s Space Technology Mission Directorate, aims to bolster American ingenuity by supporting innovative ideas put forth by small businesses to fulfill NASA and industry needs. These research needs are described in annual SBIR solicitations and target technologies that have significant potential for successful commercialization.
Small business concerns with 500 or fewer employees, or small businesses partnering with a non-profit research institution such as a university or a research laboratory can apply to participate in the NASA SBIR/STTR program.
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Last Updated Jan 03, 2025 EditorDede DiniusContactTeresa Whitingteresa.whiting@nasa.govLocationArmstrong Flight Research Center Related Terms
Armstrong Flight Research Center Advanced Air Mobility Ames Research Center Drones & You Flight Innovation Glenn Research Center Langley Research Center SBIR STTR Explore More
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