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- Creators: Sanford School of Social and Family Dynamics
- Creators: Anderies, John M
Description
Quantum resilience is a pragmatic theory that allows systems engineers to formally characterize the resilience of systems. As a generalized theory, it not only clarifies resilience in the literature, but also can be applied to all disciplines and domains of discourse. Operationalizing resilience in this manner permits decision-makers to compare and contrast system deployment options for suitability in a variety of environments and allows for consistent treatment of resilience across domains. Systems engineers, whether planning future infrastructures or managing ecosystems, are increasingly asked to deliver resilient systems. Quantum resilience provides a way forward that allows specific resilience requirements to be specified, validated, and verified.
Quantum resilience makes two very important claims. First, resilience cannot be characterized without recognizing both the system and the valued function it provides. Second, resilience is not about disturbances, insults, threats, or perturbations. To avoid crippling infinities, characterization of resilience must be accomplishable without disturbances in mind. In light of this, quantum resilience defines resilience as the extent to which a system delivers its valued functions, and characterizes resilience as a function of system productivity and complexity. System productivity vis-à-vis specified “valued functions” involves (1) the quanta of the valued function delivered, and (2) the number of systems (within the greater system) which deliver it. System complexity is defined structurally and relationally and is a function of a variety of items including (1) system-of-systems hierarchical decomposition, (2) interfaces and connections between systems, and (3) inter-system dependencies.
Among the important features of quantum resilience is that it can be implemented in any system engineering tool that provides sufficient design and specification rigor (i.e., one that supports standards like the Lifecycle and Systems Modeling languages and frameworks like the DoD Architecture Framework). Further, this can be accomplished with minimal software development and has been demonstrated in three model-based system engineering tools, two of which are commercially available, well-respected, and widely used. This pragmatic approach assures transparency and consistency in characterization of resilience in any discipline.
Quantum resilience makes two very important claims. First, resilience cannot be characterized without recognizing both the system and the valued function it provides. Second, resilience is not about disturbances, insults, threats, or perturbations. To avoid crippling infinities, characterization of resilience must be accomplishable without disturbances in mind. In light of this, quantum resilience defines resilience as the extent to which a system delivers its valued functions, and characterizes resilience as a function of system productivity and complexity. System productivity vis-à-vis specified “valued functions” involves (1) the quanta of the valued function delivered, and (2) the number of systems (within the greater system) which deliver it. System complexity is defined structurally and relationally and is a function of a variety of items including (1) system-of-systems hierarchical decomposition, (2) interfaces and connections between systems, and (3) inter-system dependencies.
Among the important features of quantum resilience is that it can be implemented in any system engineering tool that provides sufficient design and specification rigor (i.e., one that supports standards like the Lifecycle and Systems Modeling languages and frameworks like the DoD Architecture Framework). Further, this can be accomplished with minimal software development and has been demonstrated in three model-based system engineering tools, two of which are commercially available, well-respected, and widely used. This pragmatic approach assures transparency and consistency in characterization of resilience in any discipline.
ContributorsRoberts, Thomas Wade (Author) / Allenby, Braden (Thesis advisor) / Chester, Mikhail (Committee member) / Anderies, John M (Committee member) / Arizona State University (Publisher)
Created2015
Description
Design is a fundamental human activity through which we attempt to navigate and manipulate the world around us for our survival, pleasure, and benefit. As human society has evolved, so too has the complexity and impact of our design activities on the environment. Now clearly intertwined as a complex social-ecological system at the global scale, we struggle in our ability to understand, design, implement, and manage solutions to complex global issues such as climate change, water scarcity, food security, and natural disasters. Some have asserted that this is because complex adaptive systems, like these, are moving targets that are only partially designed and partially emergent and self-organizing. Furthermore, these types of systems are difficult to understand and control due to the inherent dynamics of "wicked problems", such as: uncertainty, social dilemmas, inequities, and trade-offs involving multiple feedback loops that sometimes cause both the problems and their potential solutions to shift and evolve together. These problems do not, however, negate our collective need to effectively design, produce, and implement strategies that allow us to appropriate, distribute, manage and sustain the resources on which we depend. Design, however, is not well understood in the context of complex adaptive systems involving common-pool resources. In addition, the relationship between our attempts at control and performance at the system-level over time is not well understood either. This research contributes to our understanding of design in common-pool resource systems by using a multi-methods approach to investigate longitudinal data on an innovative participatory design intervention implemented in nineteen small-scale, farmer-managed irrigation systems in the Indrawati River Basin of Nepal over the last three decades. The intervention was intended as an experiment in using participatory planning, design and construction processes to increase food security and strengthen the self-sufficiency and self-governing capacity of resource user groups within the poorest district in Nepal. This work is the first time that theories of participatory design-processes have been empirically tested against longitudinal data on a number of small-scale, locally managed common-pool resource systems. It clarifies and helps to develop a theory of design in this setting for both scientific and practical purposes.
ContributorsRatajczyk, Elicia Beth (Author) / Anderies, John M (Thesis advisor) / York, Abigail (Committee member) / Shivakoti, Ganesh P (Committee member) / Arizona State University (Publisher)
Created2018
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being in students, and (2) compare how these variables were distributed based on enrollment in a college course on compassion. After examination of descriptive statistics and Pearson correlations, comparative analyses were also employed to determine whether enrollment in compassion college courses had any relationship to one’s scores. Results: Respondents included 12 students enrolled in Compassion college course, and 99 students who were not. Both mindfulness and self-compassion showed significant positive correlations with well-being and resilience in all students, and in subgroups based on enrollment at p < .01. Additionally, students enrolled in the course averaged 3 points higher scores across all measures except resilience, where scores were about the same. Conclusions: In all college students, regardless of their enrollment in Compassion, well-being and resilience are positively correlated with both mindfulness and self-compassion. Furthermore, scores based on enrollment in “Compassion” yielded higher levels of mindfulness, self-compassion, resilience, and well-being.
ContributorsBrown, Evaline (Author) / Pipe, Teri (Thesis director) / Gueci, Nika (Committee member) / Jimenez, Manuela (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992) reported that intelligent youth are more resilient than less intelligent youth under low stress conditions but they lose their advantage under high stress conditions. This study examined whether intelligence (reflected in grade point average; GPA) and maladaptive (internalizing and externalizing symptoms) behaviors are negatively related in adolescents, and tested whether level of stress, reflected in emotion regulation and friendship quality, moderated that association. It also probed whether the relationships differ by gender. Sixth-graders (N=506) were recruited with active parental consent from three middle schools. Adolescents completed self-report questionnaires Regarding demo graphics, maladaptive behaviors, emotion regulation, and friendship quality, and GPA data were collected from the school. Regression analyses found that GPA was negatively related to externalizing symptoms. Girls with poor friendship communication report significantly higher maladaptive behaviors. This relation was more pronounced for girls with high GPAs, as predicted. Results support the theory that intelligent female adolescents are more reactive under adverse circumstances. Future efforts should follow students through middle school into high school to evaluate whether friendships remain important to adjustment, hold for boys as well as girls, and have implications for relationship interventions.
ContributorsGonzales, Ashlyn Carol (Author) / Luthar, Suniya (Thesis director) / Davis, Mary (Committee member) / Infurna, Frank (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The goal of this thesis was to create a theory of change for an annual Multicultural Arts Camp (MAC) that offers youth with trauma histories opportunities to cultivate protective factors associated with resilience. MAC is designed to promote four primary protective outcomes among its participants: (1) safety, (2) self-expression, (3) skill-building and (4) self-efficacy through exploration of various multicultural art forms and connecting with caring adults. The theory of change was informed by my observations during my experience as a MAC volunteer and my review of academic literature to better define and understand how various factors involved in the MAC program are linked to resilience processes. Arts programming can provide opportunities for youth who have experienced trauma to feel safe enough to engage in self-expression and build corresponding skills that promote feelings of self-efficacy. Building these protective factors thereby strengthens children’s capacity for resilience. Accordingly, the theory of change articulates program activities and processes that promote these outcomes among participating youth. Program directors may draw on the theory of change for strategic planning and evaluation efforts assessing the program’s processes and corresponding impact.
ContributorsJanss, Alena Lilia (Author) / Sechler, Casey (Thesis director) / Foster, Stacie (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05