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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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At least 19 records
All sourcesNASA NTRSDOE OSTI
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A Thinking System and Thinking Autonomy

There are many definitions of what a “Thinking System” (TS) is. The literature primarily addresses what is called “Systems Thinking.” Dr. Marie Morganelli from Southern New Hampshire University states that “Systems thinking is a holistic way to investigate factors and interactions that could contribute to a possible outcome. A mindset more than a prescribed practice, systems thinking provides an understanding of how individuals can work together in different types of teams and through that understanding, create the best possible processes to accomplish just about anything.” So, a TS is a system that is capable of “systems thinking,” as it should be able to “ … create [utilize] the best possible processes [and intelligence] to accomplish just about anything.” To achieve this capability, human-like thinking is required. A truly autonomous system must be one that is capable of human-like thinking. This paper will address “Thinking Autonomy” (TA) enabled by a “Thinking System.” It will describe an architecture with the elements required to achieve the “thinking” behavior: understanding, intellect, reason, decision, will. The paper will further describe the contents and functionality of these elements and how to implement them, including software capabilities needed. Finally, the paper will provide details of a software platform that enables TA, the NASA Platform for Autonomous Systems (NPAS), and describe implementations of thinking systems. Thinking systems will enable a fundamental change how AI and autonomy are implemented. It will change from a “brute force” approach that results in one-time implementations that are minimally intelligent or autonomous to a “thinking” approach where implementations evolve continuously and enable powerful intelligence and autonomy on systems of high complexity as well as on systems-of-systems.

Thinking systems↗
NASA NTRS2009

Collaborative Systems Thinking: A Response to the Problems Faced by Systems Engineering's 'Middle Tier'

Experienced systems engineers are adept at more than implementing systems engineering processes: they utilize systems thinking to solve complex engineering problems. Within the space industry demographics and economic pressures are reducing the number of experienced systems engineers that will be available in the future. Collaborative systems thinking within systems engineering teams is proposed as a way to integrate systems engineers of various experience levels to handle complex systems engineering challenges. This paper uses the GOES-R Program Systems Engineering team to illustrate the enablers and barriers to team level systems thinking and to identify ways in which performance could be improved. Ways NASA could expand its engineering training to promote team-level systems thinking are proposed.

Phfarr, Barbara B.↗
DOE OSTI2019

Integrating Systems Thinking into Teaching Emerging Technologies.

Collaborations and partnerships across disciplines are becoming increasingly recognized as valuable endeavors toward solving emerging global challenges in our rapidly changing world. Thus, it is crucial to create STEM educational strategies that infuse diverse and interconnected perspectives among scientists, policymakers, and the general public. Systems thinking represents one such pedagogical approach, in which a holistic framework empowers both teachers and students to recognize how fundamental concepts taught in the classroom can be used as resourceful tools to better address complex, multicomponent modern challenges. For chemical educators, topics on technology (the "T" in STEM education) represent a particularly meaningful avenue to introduce and study the effectiveness of systems thinking, but there have been few examples reported to date. Here, we show that a molecular engineering course introduced at the University of Chicago 5 years ago ("Introduction to Emerging Technologies") provides a model course to this end, where explicitly designing in elements of systems thinking to the course could further strengthen students' understanding of the already well suited, holistic course topics. Integrating systems thinking would illuminate how tissue engineering, nanomedicine, batteries, quantum information, and meat alternatives are developed from multiple, interrelated fields as well as from basic science to a practical reality. For each technology, we outline the direct connections between the current course topics and future opportunities to incorporate systems thinking strategies, challenging students to identify the interdependence of components in a successful technology. Finally, to offer further insight for instructors interested in utilizing systems thinking, we broaden our discussion to reflect on the challenges of redesigning any STEM course to utilize systems thinking, and we present corresponding teaching strategies to overcome them.

Interdisciplinary/Multidisciplinary↗
NASA NTRS1998

Charting Multidisciplinary Team External Dynamics Using a Systems Thinking Approach

Using the formalism provided by the Systems Thinking approach, the dynamics present when operating multidisciplinary teams are examined in the context of the NASA Langley Research and Technology Group, an R&D organization organized along functional lines. The paper focuses on external dynamics and examines how an organization creates and nurtures the teams and how it disseminates and retains the lessons and expertise created by the multidisciplinary activities. Key variables are selected and the causal relationships between the variables are identified. Five "stories" are told, each of which touches on a different aspect of the dynamics. The Systems Thinking Approach provides recommendations as to interventions that will facilitate the introduction of multidisciplinary teams and that therefore will increase the likelihood of performing successful multidisciplinary developments. These interventions can be carried out either by individual researchers, line management or program management.

Barthelemy, Jean-Francois↗
DOE OSTI2025

A Systems Thinking Approach to Nuclear Pedagogy and Workforce Development

Nuclear technology's controversial status has been shaped by its early use in military applications, fear driven by high-profile accidents, and unresolved waste management challenges. There have, on the other hand, been periodic claims that a “nuclear renaissance” is imminent, driven by different dynamics at different times, most recently related to growing energy demands and increasing concern over carbon emissions. In this article, we respond to urgent calls for more nuclear engineers, resulting from the latest rallying cry around nuclear energy, by reframing the problem using a systems thinking approach that illuminates new pathways for nuclear workforce development via interdisciplinary pedagogies. By building nuclear education into a wide variety of disciplines, we argue, the nuclear workforce could become more resilient to ebbs and flows in energy markets and public opinion. Widening nuclear education beyond nuclear engineers could also reduce the isolation and compartmentalization that has limited the possibilities of nuclear technology. We show how growing and diversifying the overall nuclear workforce could create a wide variety of career opportunities outside STEM and enable greater specialization within STEM, since nuclear engineers and other specialists could be freed up to focus on technological and infrastructural innovations. We argue that interventions into nuclear education should establish new connections and applications of the nuclear sciences in diverse areas of expertise to develop a broad range of professionals who can contribute to a more stable nuclear workforce, bringing what we call “critical and creative nuclear energy literacies” to long-standing and systemic challenges around nuclear energy.

11 NUCLEAR FUEL CYCLE AND FUEL MATERIALS↗
NASA NTRS1998

Modeling and Analysis of Multidiscipline Research Teams at NASA Langley Research Center: A Systems Thinking Approach

Multidisciplinary analysis and design is inherently a team activity due to the variety of required expertise and knowledge. As a team activity, multidisciplinary research cannot escape the issues that affect all teams. The level of technical diversity required to perform multidisciplinary analysis and design makes the teaming aspects even more important. A study was conducted at the NASA Langley Research Center to develop a model of multidiscipline teams that can be used to help understand their dynamics and identify key factors that influence their effectiveness. The study sought to apply the elements of systems thinking to better understand the factors, both generic and Langley-specific, that influence the effectiveness of multidiscipline teams. The model of multidiscipline research teams developed during this study has been valuable in identifying means to enhance team effectiveness, recognize and avoid problem behaviors, and provide guidance for forming and coordinating multidiscipline teams.

Waszak, Martin R.↗
DOE OSTI2016

Systems Safety Evaluation Based on System Thinking

Every engineer knows well and always considers about 'The local optimization makes the entire worst', and therefore well balanced design is required. Even the total safety has been assured by the safety design based on defense in depth concept, operational problem would occur by the chain of the fallacy of the defense in depth, then safety culture degradation, and finely organizational accident eventually happened. Probabilistic approach is required to the problem. We should answer to the question 'Safety Goal: How safe is safe enough?' for public acceptance. To respond to the operational problem and safety goal question, PRA, Probabilistic Risk Analysis is required. Further, Risk Communication should include comparison and selection among technical systems by risk and benefit analysis. Therefore, systems safety consideration is important based on systems thinking with considering following characteristics: - Goal-oriented- Optimization, Alternative proposals; - Global perspective- Bird's Eye; - Hierarchy- Isomorphism; - Life Cycle: Plan-Design-Construction-Use-Disposal; - Learning and Evolution. (authors)

22 GENERAL STUDIES OF NUCLEAR REACTORS↗
DOE OSTI2020

Commercial Off-the-Shelf Flexible Contact Stress Sensor System: Design Thinking and Systems Engineering Assignment

NNSA has a need to measure the contact stress over long-term durations with minimal impact on the element of interest. The sensor and package should have a small footprint, thin, flexible, modular, and preferably commercially available. There exists an opportunity to leverage expertise within LLNL in sensor development to provide a minimally invasive contact stress sensing solution for NNSA and potentially external customers.

42 ENGINEERING↗
NASA NTRS2023

Artificial Thought is Required for Sustained Autonomy

Current literature primarily addresses what is referred to as “Systems Thinking.” Dr. Marie Morganelli from Southern New Hampshire University states that “Systems thinking is a holistic way to investigate factors and interactions that could contribute to a possible outcome [1]. A mindset more than a prescribed practice, systems thinking provides an understanding of how individuals can work together in different types of teams and through that understanding, create the best possible processes to accomplish just about any-thing.” So, a “Thinking System” is a system that is capable of “systems thinking,” as it should be able to “ …create [utilize] the best possible processes, and possess the [intelligence] to accomplish just about anything.” To achieve this capability, hu-man-like thinking is required. A truly autonomous system must be one that is capable of human-like thinking. Sustained autonomy requires “Thinking Autonomy” (TA) that is enabled by a “Thinking System.”

Autonomous systems↗
DOE OSTI2024

Transforming Cyber Education thru Open to All Accessible Pathways

Boise State University’s (BSU) Cyber Operations and Resilience CORe program was intentionally designed so that any student, especially non-traditional and non-technical students, with an interest in cybersecurity could have an education and training pathway to enter the cyber workforce. The CORe curriculum focuses on teaching students how to design, apply, and improve cybersecurity through the interaction of people, processes, and technology. CORe is a stackable curriculum with elective credit hours and options for various academic and industry certificates and certifications that enable students to customize their unique career pathway. The CORe program guides students to think about the system being managed, the risks presented, and the dynamic intersection of system elements when considering how to incorporate resilience frameworks in achieving a resilient system. By developing systems thinking, the students gain an understanding of the interdependencies interacting with the operational system. Further, the CORe program encourages students to integrate cybersecurity knowledge with models and frameworks found in other academic disciplines through a unifying systems approach. CORe is designed around the realities of today’s broad cyber landscape: that breaches will occur in any system over time and proactive design of resilience into systems to detect, respond, and recover in a timely and orderly manner is critical. Students are taught to think holistically about cybersecurity focusing on all system elements. CORe is not a traditional cybersecurity degree. CORe is distinguished by the non-traditional engineering, computer science approach to cybersecurity education with the singular focus on infusing resilience operations and transdisciplinary systems thinking principles throughout the curriculum.

99 GENERAL AND MISCELLANEOUS↗