Matching Items (2)
Filtering by
- All Subjects: Complexity
- Creators: Janssen, Marco
Description
The Internet and climate change are two forces that are poised to both cause and enable changes in how we provide our energy infrastructure. The Internet has catalyzed enormous changes across many sectors by shifting the feedback and organizational structure of systems towards more decentralized users. Today’s energy systems require colossal shifts toward a more sustainable future. However, energy systems face enormous socio-technical lock-in and, thus far, have been largely unaffected by these destabilizing forces. More distributed information offers not only the ability to craft new markets, but to accelerate learning processes that respond to emerging user or prosumer centered design needs. This may include values and needs such as local reliability, transparency and accountability, integration into the built environment, and reduction of local pollution challenges.
The same institutions (rules, norms and strategies) that dominated with the hierarchical infrastructure system of the twentieth century are unlikely to be good fit if a more distributed infrastructure increases in dominance. As information is produced at more distributed points, it is more difficult to coordinate and manage as an interconnected system. This research examines several aspects of these, historically dominant, infrastructure provisioning strategies to understand the implications of managing more distributed information. The first chapter experimentally examines information search and sharing strategies under different information protection rules. The second and third chapters focus on strategies to model and compare distributed energy production effects on shared electricity grid infrastructure. Finally, the fourth chapter dives into the literature of co-production, and explores connections between concepts in co-production and modularity (an engineering approach to information encapsulation) using the distributed energy resource regulations for San Diego, CA. Each of these sections highlights different aspects of how information rules offer a design space to enable a more adaptive, innovative and sustainable energy system that can more easily react to the shocks of the twenty-first century.
The same institutions (rules, norms and strategies) that dominated with the hierarchical infrastructure system of the twentieth century are unlikely to be good fit if a more distributed infrastructure increases in dominance. As information is produced at more distributed points, it is more difficult to coordinate and manage as an interconnected system. This research examines several aspects of these, historically dominant, infrastructure provisioning strategies to understand the implications of managing more distributed information. The first chapter experimentally examines information search and sharing strategies under different information protection rules. The second and third chapters focus on strategies to model and compare distributed energy production effects on shared electricity grid infrastructure. Finally, the fourth chapter dives into the literature of co-production, and explores connections between concepts in co-production and modularity (an engineering approach to information encapsulation) using the distributed energy resource regulations for San Diego, CA. Each of these sections highlights different aspects of how information rules offer a design space to enable a more adaptive, innovative and sustainable energy system that can more easily react to the shocks of the twenty-first century.
ContributorsTyson, Madeline (Author) / Janssen, Marco (Thesis advisor) / Tuttle, John (Committee member) / Allenby, Braden (Committee member) / Potts, Jason (Committee member) / Arizona State University (Publisher)
Created2018
Description
Students may be situated within complex systems that are nested within each other. This complexity may also envelope institutional structures that lead to the socio-economic reification of student post-secondary opportunities by obscuring positive goals. This may be confounded by community misunderstandings about the changed world that students are entering. These changes include social and economic factors that impact personal and economic freedoms, our ability to live at peace, and the continuing trend of students graduating high school underprepared.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
ContributorsLoescher, Shawn Thomas (Author) / Mertler, Craig A. (Thesis advisor) / Jordan, Michelle E. (Committee member) / Moore, R. V. (Committee member) / Arizona State University (Publisher)
Created2018