T he intent of this document is to introduce a framework that will enable more thoughtful and deliberate consideration of resilience as it relates to electrical energy delivery systems (EEDS), with specific application to distributed wind systems. The need for this framework was established in a previous report from Idaho National Laboratory (INL), Distributed Wind Resilience Metrics for Electric Energy Delivery Systems, where definitions of resilience and resilience of EEDS were developed and a critical characteristic of resilience for EEDS, the distinctiveness quality, was identified. 1 This distinctiveness quality reflects the difficulty in applying resilience metrics broadly to the widely varied risk perception of stakeholders and stakeholder groups, the varied range of potential consequences to a system based upon events, and the large set of potential mitigation strategies. Development of resilience metrics, and more specifically distributed wind resilience metrics, must come from a resilience process that addresses this distinctiveness quality and is separate from well-established reliability processes. These two factors are the primary drivers demonstrating the need to establish a resilience methodology that can be applied to any electrical energy delivery system, any set of stakeholders, and any set of events.This framework is proposed under the Department of Energy (DOE) Wind Energy Technologies Office (WETO) Microgrids, Infrastructure Resilience, and Advanced Controls Launchpad (MIRACL) project. While the focus of this project is on distributed wind, INL believes resilience is best evaluated at a system level. As such, the framework has been developed to broadly apply to EEDS so that all elements of systems that contain distributed wind can be part of the resilience evaluation. With this broad view, it is also possible to apply this framework to systems without distributed wind.
This article examines the value undergraduate research adds to writing centers in their role as anchor institutions within English and across college and university campuses. It focuses on a pilot project conducted by a team of mentored peer tutors who researched the accessibility of writing at Marquette University. Their successes and failures show how, beyond research findings, undergraduate research experience can be consequential for practitioners and their communities.
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