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Commercial lighting represents a significant potential source of demand response (DR) for the electrical grid, via traditional load shedding and rapid-dispatch (fast-DR) ancillary services when DR is enabled by networked lighting controls (NLCs). However, despite the significantopportunity and a regulatory push, DR-enabled lighting is installed in relatively few buildings because most building owners do not recognize its strong value proposition. Although NLCs can reduce energy bills, optimize facilities, and increase revenue, these co-benefits are not wellquantified. This project analyzed lighting DR resources and energy-related co-benefits for commercial buildings in California. Using more than 100,000 individual hourly load profiles, the team forecasted the potential DR resources likely available from commercial lighting in 2025 and estimated revenues available from participation of these DR resources in energy markets. Combining these results with field-study estimates for NLC installation costs and energy savings provided a detailed accounting of site-level cost and energy-related co-benefits by building type from NLC’s DR enablement. In many cases, energy savings alone can deliversignificant net value, justifying NLC DR-enabled adoption. Additionally, the study considers the sometimes-larger non-energy benefits (NEBs).

In the experimental venture reported in this article, moral and ethical frameworks are applied to an Academic English 12 class. Using this work as an extension of the existing research on moral literacy and moral leadership, high school seniors apply the frameworks to literary characters in canonical texts. Such an approach is an amalgamation of Freirean Constructivist pedagogy, critical literacy, moral education, and ethical leadership studies. The objective of the learning is to foster dialogue and the resulting consideration by the students of ethical decision-making and their own values as they prepare to graduate from high school and enter their adult lives. For this class, they read Geoffrey Chaucer's "The Knight's Tale" (1994), William Shakespeare's "The Tragedy of Hamlet, Prince of Denmark" (1992), and William Golding's "Lord of the Flies" (1954). Students were assigned the task of choosing a character and identifying the values exhibited in that character's actions. Students were generally able to separate their own ethical postures from those of literary characters after discussions and presentations of ethical and moral frameworks.