"What is it with all this | |
... what I want is for those with the power, to keep the planet cool." |
09.30-10.00 Tea/coffee WelcomeFurther details at https://www.bcs-sgai.org/health2026/
10.00-10.45 Medical diagnosis after LLMs (keynote talk) by Prof Brendan Delaney (Imperial College London)
10.45-11.30 AI in Mental Healthcare by Mr Anirban Lahiri (Arndit Ltd. and Kainos Ltd., UK)
11.30-11.45 Tea/coffee Break
11.45-12.30 Demystifying AI regulation by Dr Marinos Ioannides (Medicines and Healthcare products Regulatory Agency, UK)
12.30-13.15 Hand-on tutorial: Low-Code AI Agents for Health, Farming, and Food
13.15-14.15 Lunch Break
14.15-15.00 Introduction to Quantum Computing and its Relevance for Biomedical Science by Dr Oliver Thomson Brown (University of Edinburgh)
15.00-15.45 Translating Quantum Food Futures by Dr Saihong Li (University of Stirling)
15.45-16.30 Emerging Opportunities for Quantum Technologies in Food and Health by Dr Aleksey Kozikov (Newcastle University)
16.30-16.45 Close
Time, focus and community for your research on the societal impact of digital transformation
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My source: https://www.jiscmail.ac.uk/cgi-bin/wa-jisc.exe?A0=AI-SGES
AbstractThe effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. Adopting methods such as close reading of literature and reflective writing allows narrative medicine to examine and illuminate 4 of medicine's central narrative situations: physician and patient, physician and self, physician and colleagues, and physicians and society. With narrative competence, physicians can reach and join their patients in illness, recognize their own personal journeys through medicine, acknowledge kinship with and duties toward other health care professionals, and inaugurate consequential discourse with the public about health care. By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care. ...
Charon R. Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA. 2001;286(15):1897–1902. doi:10.1001/jama.286.15.1897
 |
| THE ODYSSEY |
As a tool for lifelong learning Hodges' model must be capable of providing a structure through which a narrative can woven. A person's career, as in work, is another distinct example. And again the 'health career' through health, illness, physical and mental trials and tribulations is perhaps the prime example. As the example, it forms the basis of myth underpinning the world's cultures, pre- and ancient histories.
Tomorrow, is the day of "Two Odysseys". No: this is not 2001, 2010, 2061 or 3001.
One odyssey, heads off to the South West, to a place where the land ends, apparently. Memories to be made, a story to unfold.
The other, is based on a voyage: an incredible tale, an epic journey - the epic (in the west). This ODYSSEY will be found in the cinema (and not on a phone, TV, PC, laptop ...); and vitally also in an amazing book. Recounting, what was originally the oral tale of Odysseus on his fantastical 10-year journey home after the Trojan War.
Hodges' model provides a structure to weave this narrative, the twists and turns of patients, carers, students and personnel - all the narrative forms.
Image: https://www.rottentomatoes.com/m/the_odyssey_2026
See also: The Hero's Journey and Joseph Campbell
Somehow, or perhaps that is being kind, I have a feeling that sources on the history of 'recent' nurse education may come to the fore. It is interesting that the guest editorial below reflects itself on the preceding 25 years. Not just several cohorts of students, careers, but a whole life-time.
We must hope today, that British nurse educators can find more security, if not the contentedness described by Rye in 1985 ...
See also: #RCN26 RCN Congress - Nurse Education'The main principles for policy change contained in the commission's report are as follows.
1 The uncoupling of education from service. Students should no longer be employees of the National Health Service. Nursing education should now be part of the main-stream of higher education, students being financed through a suggested bursary system.
2 A single level of basic nurse qualification leading to registration.
3 Curriculum development (as discussed in chapter 4 of the report) must take into account the need to retain certain speciality options, and prepare students for practice both in hospital and community settings. It creates the possibility of direct entry into district nursing, health visiting and midwifery.
This 3-year course would have educational credibility as it will be at diploma level, the first year being a foundation programme, furnishing a basis for informed choice later. The second year would contain practical placements (in the community, adult nursing and mental health). It would consist of three modules, the first to be based in a community setting, the second (focused upon the nursing of adults) in a hospital setting, and the third in a variety of environments related to mental health. Roughly 30% of the time will be dedicated to carefully supervised practice in clinical settings. The final year will be characterized by increased specialization. The opportunity to make a selection from a number of available modules will equip each successful student to become registered and to take up work either in an institutional or non-institutional setting. The academic award will be that of Diploma in Nursing Studies.
...
This new approach to nursing education will not create a 'generic' nurse, but will prepare students to work in their chosen speciality in hospital or in the community. If nurses are to respond to the changing patterns of health care, it is critical for future development that preparation for working in the community takes place in the basic diploma programmes. This may be seen as one of the more controversial implications of the report, but the profession must address itself now to these matters, as nursing education must become more flexible and capable of change to meet the needs of clients.'
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n.b. I hope to see you there!
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My source: SOCIOTECH List at JISCMAIL.AC.UK
Individual - Person IDENTITY Personality Character Traits Spiritual identity Religious identity brain in a vat thought experiment SPIRIT level |
| ||
Social identity (cohesion) Collective & Cultural identity Role & Family identity Relational identity Languages media(-ted) identities | Local / Regional identity National identity: North-South :: West-East divide Organisational / Inst. identity Political GLOBAL NORTH:SOUTH |
Source: 'The Bay Horse' local pub and Coffee House.
Previously: 'identity' : 'philosophy' : 'alcohol' : 'South' : 'language'
Regards the two other references listed by Leapspace in the previous post:
Jones, P. (2009) Socio-technical structures, 4Ps and hodges' model. Nursing and Clinical Informatics: Socio-Technical Approaches. https://doi.org/10.4018/978-1-60566-234-3.ch011
Jones, P. (2011) Socio-technical structures, 4Ps and hodges' model. Clinical Technologies: Concepts, Methodologies, Tools and Applications. https://doi.org/10.4018/978-1-60960-561-2.ch215
The doi links above lead to a page where to read the 'View Full Text HTML', or 'PDF' you need a login. This suggests a paywall(?), but the paper can be found here:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1842543&rec=1&srcabs=886584&alg=7&pos=3
These are not the original reference or title:
Jones, P. (2009) Socio-Technical Structures, the Scope of Informatics and Hodges’ model, IN, Staudinger, R., Ostermann, H., Bettina Staudinger, B. (Eds.), Handbook of Research in Nursing Informatics and Socio-Technical Structures, Idea Group Publishing, Inc. Chap. 11, pp. 160-174.
I am unable to check fully, but it appears in 2011, the paper was republished in another collection. It is nice to have a 'bovine' experience, with a lesson about copyright, open access, and predatory publishing. Alteration of titles is bound to result in repetition, confounding the accuracy of publication metrics and indices?
I am not going to add the second reference to the blog's bibliography.
Re. Ockenden Report
Catching up on the newspapers, I noticed in the Times reporting of Ockenden calling for midwives to train as nurses first. Provoking debate about nurse education.
Within maternity services there are problems with continuity of care and skills in dealing with complex cases:
'Maternal Deaths
60. The Review examined 27 maternal deaths that occurred between 2006-2024. Five cases fell outside of the Terms of Reference of the Review. Of the 22 remaining cases, reviewers identified failures in care that may have or substantially impacted on the outcome in six deaths.
61. The profile of maternal deaths at NUH over this period broadly aligned with the known demographics and causes as identified by MBRRACE. 11 of the deaths occurred to women living in the most deprived areas of the city and 14 occurred amongst women who were not white British.
62. The common failures reviewers identified that might prevent future maternal deaths included: listening to women and families and acting promptly on concerns; continuity of care particularly for those with additional social/medical complexities; robust clinical governance to ensure timely information sharing across organisations and prompt access to imaging for women presenting with concerning neurological symptoms.' xiv
AI Overview (Ecosia) suggests that although direct entry to midwifery has always been possible(?), the English National Board created the pathway some 39 years ago.
The Ockenden Report describes how in combination health systems, culture, leadership and training can contribute to compassion fatigue (p.313).
When you look at Hodges' model and our languages, a great many challenges for curricula, training and education programmes can be found. The most powerful of what can be progressive, or threats are invariably mechanistic:
Nursing must always move forward, continuous professional development is built on this principle. In the late 70s and 1980s post-registered qualifications were held in high esteem. Especially midwifery, paediatrics, health visiting, emergency and intensive care.
Clearly, decision and policymakers can underestimate the value of basic nurse training. Having an idea since childhood is brilliant, but at interview saying you're compassionate and want to make a difference will soon be tested. Sometimes as a student rather bluntly, as with a first placement in forensic nursing. I wonder how many students have been lost there? I'm sure the majority will cope, manage, enjoy and prosper, but I've seen the student peers who miss these cohort members on subsequent learning experiences. What preparation is employed?
Basic nurse training, is just that. Demonstrating competence in communication, awareness of basic needs and how these are expressed behaviourally. What interpersonal skills and knowledge are needed. As highlighted before, the director of nurse education worried about those of us who worked as nursing assistants risked being trained in poor care. Not recognising 'bad practice', a 'poor attitude', not using observation and most important of all listening: to what is said and unsaid. When I started I remember thinking about not responding - as individually programmed to do so, through a reflex action. That was a worry back then.
While the news in the Ockenden Report is bleak. The depth of the report (for me) is manifest in identification of not only socioeconomic factors, but sociotechnical too (with five mentions) and the critical interplay of seeing (and hearing!) the individual amid the collective:
'2. Fetal monitoring
Rather than reflecting simple failures of individual interpretation, growing evidence suggests that intrapartum fetal monitoring is best understood as a complex sociotechnical practice, shaped by system design, workload, team dynamics, guideline variability and organisational culture.119 Continuous CTG itself has well-recognised limitations, including poor specificity for predicting long-term neonatal outcomes and substantial inter- and intra-observer variation in interpretation.5 Reviews of intrapartum care are therefore unavoidably influenced by retrospective bias, with greater apparent clarity afforded by knowledge of the outcome than was available to clinicians at the time.
However, despite this, a sociotechnical understanding does not negate the importance of examining individual cases in which intrapartum monitoring was demonstrably substandard. National inquiries and confidential reviews repeatedly describe cases involving sustained failure to recognise pathological fetal heart-rate patterns, delayed escalation despite repeated triggers, and missed opportunities for timely intervention. 2,3,120,121 These cases cannot be explained solely by the inherent limitations of CTG or by hindsight bias.' p.143.
It is quite shocking to hear this conclusion: the need to train as a nurse first. Counterarguments: where is the evidence(?!) - have followed. But then if you undervalue and miss the fundamentals (see Hodges' model!) then individuals, families, communities, students, practitioners, services and systems suffer.
Of the references listed by LEAPSPACE #6 stood out:
Merritt, M.K., Procter, N. (2010) Conceptualising the functional role of mental health consultation-liaison nurse in multi-morbidity, using Peplau's nursing theory. Contemporary Nurse. https://doi.org/10.5172/conu.2010.34.2.158
Had I missed this? When I hear (read) of new citation for Hodges' model, it is added to the blog's bibliography. So, what about this one?
I could not access the full-paper initially, but did so at:
https://lmscontent.embanet.com/MVU/NURS600/Readings/W3_Peplau.pdf
I can see that Merrit and Proctor reference the following [#16 of 1-46]:
Jones, P. (1998). Hodges’ health career – Care domains – Model, nursing – Art or science? Retrieved October 4, 2009, from http://www.pjones.demon.co.uk/holsci.html
This additional cognitive and motivational nourishment is welcome. They are spot on with '1998', the year the former website (p-jones.demon.co.uk) went live.
Pre-2015 and indicative of (what will increasingly follow) from AI, LLMs, agentic ai - LEAPSPACE found a page on the now archived website:
https://web.archive.org/web/20150409004111/http://www.p-jones.demon.co.uk/index.htm
While a positive, perhaps (again) we should worry about regurgitation? Although on another level perhaps the definition of 'grey literature' is also being (has been) redefined?
There is a positive in the author's acknowledgement of Hodges' model on several counts, being associated with:
Negatively, on the archived homepage (above) many links to content may not work:
The (rather short but referenced) page Merrit and Proctor list is available here:
https://web.archive.org/web/20111018204743/http://www.p-jones.demon.co.uk/holsci.html
I will insert this paper in the bibliographical listing; and revisit this.
Referred to a paper in an email: https://doi.org/10.1016/j.jclinepi.2026.112401.
- I noticed an invitation to try Leapspace.
So I leapt (with much editing - for formatting here). ...
Generated by LeapSpace, Thu Jul 09 2026
Hodges’ Health Career – Care Domains – Model is a generic, practice-based conceptual framework for health and social care that organizes thinking into four knowledge/care domains: science, political, sociology, and interpersonal. It is presented as broadly applicable across healthcare contexts and is used to structure reflection, critical thinking, and care planning. [1] [2] [3]
Domain |
What it covers |
How it is used |
|---|---|---|
Science |
Cause and effect, evidence, costs, benefits, and trade-offs |
Helps frame the “hard” evidence side of care and service decisions. [1] |
Political |
Policy, systems, and structural influences on care |
Helps connect care to wider health and social policy contexts. [1] [4] |
Sociology |
Social context, culture, stigma, and relationships |
Helps explain how social factors shape health and illness experiences. [1] [5] |
Interpersonal |
Therapeutic relationships, patient/carer engagement, and human interaction |
Supports person-centred and relational practice. [1] [2] [6] |
It is described as universal in structure and adaptable to many healthcare settings, including informatics, dementia/palliative care, forensic mental health, and oral health. [2] [3] [4] [7] [8]
It helps practitioners map concepts into domains, build a mind-map-like structure, and support reflective practice and critical thinking. [3] [9]
In forensic mental health nursing, it is proposed as a way to guide assessment, decision-making, and recovery-oriented practice. [2]
Hodges’ model is best understood as a four-domain lens for integrating clinical evidence, policy, social context, and relationships into one framework for care and reflection. Its main value is not in prescribing a single care process, but in helping users think more holistically and systematically about health problems and care systems. [1] [2] [3]
Confidence level: High — multiple sources consistently describe the model’s four domains, generic structure, and broad healthcare applications.
Fox, Siobhán, FitzGerald, Carol, Harrison Dening, Karen, (...), Timmons, Suzanne (2017) Better palliative care for people with a dementia: summary of interdisciplinary workshop highlighting current gaps and recommendations for future research. BMC Palliative Care. https://doi.org/10.1186/s12904-017-0221-0
Doyle, M., Jones, P. (2013) Hodges' Health Career Model and its role and potential application in forensic mental health nursing. Journal of Psychiatric and Mental Health Nursing. https://doi.org/10.1111/j.1365-2850.2012.01961.x
Jones, P., Wirnitzer, K. (2022) Hodges' model: The Sustainable Development Goals and public health - Universal health coverage demands a universal framework. BMJ Nutrition, Prevention and Health. https://doi.org/10.1136/bmjnph-2021-000254
Bettiol, S., Jones, P., Onyedikachi, H.A., Kernohan, W.G. (2026) Bridging Gaps in Oral Health Frameworks: Mapping With Hodges' Health Career - Care Domains - Model. Journal of Public Health Dentistry. https://doi.org/10.1111/jphd.70034
Jones, P. (2008) Exploring serres' atlas, Hodges' knowledge domains and the fusion of informatics and cultural horizons. Social Information Technology: Connecting Society and Cultural Issues. https://doi.org/10.4018/978-1-59904-774-4.ch007
Merritt, M.K., Procter, N. (2010) Conceptualising the functional role of mental health consultation-liaison nurse in multi-morbidity, using Peplau's nursing theory. Contemporary Nurse. https://doi.org/10.5172/conu.2010.34.2.158
Jones, P. (2009) Socio-technical structures, 4Ps and hodges' model. Nursing and Clinical Informatics: Socio-Technical Approaches. https://doi.org/10.4018/978-1-60566-234-3.ch011
Jones, P. (2011) Socio-technical structures, 4Ps and hodges' model. Clinical Technologies: Concepts, Methodologies, Tools and Applications. https://doi.org/10.4018/978-1-60960-561-2.ch215
Jones, P. (2025) A Generic Model and Conceptual Framework to Prime Curiosity Across Health and Social Care Disciplines to Facilitate Lifelong Learning. Journal of Evaluation in Clinical Practice. https://doi.org/10.1111/jep.70252
'Water is scarce in Mauritania and people have little choice but to bathe, wash clothes, care for their animals, and cool off in the same pools. But the water that brings relief also carries schistosomiasis, a parasitic disease that silently damages the kidneys, stunts growth, impairs learning, and steals futures.
Through our collaboration with the Ministry of Health, Amadou (pictured*) received treatment, and he recovered. But many children in Mauritania still require it. Without continued access to treatment, Amadou and thousands like him remain at risk every time they enter the water.
When people cannot avoid exposure, access to safe, effective treatment is their best protection. A single donation can help protect children like Amadou and support their health at a critical stage in their childhood.' ... 'Choose to Treat appeal'
Dear Peter, we are thrilled to invite you to our upcoming Webinar:
Ebola and Mental Health, CDC Response to Ebola in West Africa in 2014-2015 on Wednesday, 15 July at 13:00-14:00 (CEST)
What can the Ebola response in West Africa teach us about mental health, trust, and outbreak preparedness today? We warmly invite you to our upcoming webinar “Ebola and Mental Health: Lessons from the CDC Response in West Africa, 2014–2015” on July 15, 13:00–14:00 CEST.
Drawing on the 2014–2015 Ebola outbreak in West Africa and its rapid escalation, this webinar will explore why mental health and psychosocial support must be considered an essential part of outbreak response. The session will connect past lessons to current challenges, including the ongoing Ebola outbreak caused by Bundibugyo virus in the Democratic Republic of the Congo and Uganda. We are delighted to welcome Dr. Anna Grigoryan as our keynote speaker. Based on her personal experience and deployment to Sierra Leone in 2015 as part of the CDC Ebola Response Mission, Dr. Grigoryan will share reflections on key response activities, communication challenges, and the intersection of Ebola response and mental health. The webinar will highlight why coordinated, international, and rapidly scaled-up responses are essential to reduce illness, deaths, fear, and psychosocial distress during outbreaks.
Agenda
13:00–13:30 Keynote by Dr. Anna Grigoryan
13:30–13:50 Q&A session
13:50–14:00 Wrap-up
About the speaker
Dr. Anna Grigoryan is a physician–scientist with over 20 years of international experience leading complex public health projects, fostering innovation, and building strategic partnerships. She spearheaded the WHO–CDC Collaborating Center for Global Public Health Informatics, serving as its first Program Manager. During her tenure at the U.S. Centers for Disease Control and Prevention (CDC), she contributed directly to emergency responses to major crises, including the Haiti and China earthquakes, the avian influenza outbreak, and the Fukushima nuclear accident.
In 2015, Dr. Grigoryan supported the Sierra Leone Ministry of Health during the Ebola epidemic as part of the CDC Ebola Response Mission.
In her more recent role at the UN/IAEA, she managed a portfolio of projects focused on laboratory strengthening, cancer control, and emergency preparedness, supporting Member States across Africa. She has also mentored emerging leaders and promoted cultures of accountability and inclusion during periods of organizational transition.This webinar is intended for public health and mental health professionals, as well as everyone interested in Ebola response, outbreak control, pandemic preparedness, and mental health and psychosocial support.
Please note: The webinar will be recorded. If you do not wish to appear in the recording, you are welcome to keep your camera turned off.
We look forward to your participation and to an engaging discussion on the role of mental health in outbreak response.
Please register even if you cannot attend and we will let you know when the video of the webinar is available.
For any questions, feel free to contact the Hub Management Team at info AT globalhealthhub.de.
Warm regards,
Katrin
------
Katrin Würfel, Global Health Hub Germany
My source: Somerset House - 1st July 2026 M.C. Escher The Exhibition
Act I, Scene 3
'Thomasina What a faint-heart! We must work outward from the middle of the maze. We will start with something simple. (She picks up the apple leaf) I will plot this leaf and deduce its equation. You will be famous for being my tutor when Lord Byron is dead and forgotten.' p.31.
It appears that polycotyledon seed growth beyond tri-form is rare:
https://en.wikipedia.org/w/index.php?title=Cotyledon&oldid=1356872880
We must hope that the four-leaf clover is recognised and not just trampled underfoot.
One of the benefits of a four-leaf conceptual framework is that should you have the germ of an idea, you can reflect in (relative?) safety, exploring the conceptual ecosystem, its cognitive environs and nurture it to realisation.
n.b. In care making a difference, does not mean you have to be exceptional. ...
See post i: Tricotyledons, systems and social problems
https://hodges-model.blogspot.com/2026/07/tricotyledons-systems-humanities.html
Dear ERCIM News reader, ever heard of e-values?
If not, you're probably not alone.
Michael I. Jordan opens this issue with a keynote introducing the concept:
What is an “e-value” and why has it become an object of intense study in statistics and in the allied fields of machine learning, signal processing, and econometrics? To briefly introduce the basic idea, let us consider one of the core problems in statistics – the “hypothesis testing problem” of deciding whether observed data is consistent with some particular data-generating mechanism (often referred to as a “null hypothesis”) or is better explained by another mechanism (referred to as an “alternative hypothesis”). This problem is addressed by defining some function of the data (a “statistic”) whose distribution is as different as possible under the null and the alternative. Given an observed value of such a statistic, one then makes a choice between the two distributions, doing so in a way that minimizes the probability of errors. Classical statistical theory provides a unifying framework – the “p-value” – by which the choice between the null and alternative hypotheses reduces to a thresholding procedure.
Guest editors Peter Grünwald (CWI and Leiden University), Wouter Koolen (CWI and University of Twente) and Johanna Ziegel (ETH Zurich) guide readers through this emerging framework for quantifying statistical evidence.
The articles in this special theme demonstrate how it is already finding applications across many areas of scientific research, from clinical trials and microbiome studies to political polls, AI evaluation and financial risk backtesting.
<>
I must admit when I read 'e-values', I thought of an e-rendering of ethics - humanities and sciences (qualitative-quantitative : subjective-objective : ...), but as always a welcome resource.
Includes:
p.6 Introduction to the Special Theme - E-values Statistical Testing for the 21st Century
by the guest editors Peter Grünwald (CWI and Leiden University), Wouter Koolen (CWI and University of Twente) and Johanna Ziegel (ETH Zurich)
p.8 On Testing by Imaginary Betting^
by Glenn Shafer
'Cournot’s principle does a lot of work. We predict events that have very high probability. We use the happening of events with very small probabilities to discredit theories that attribute the small probabilities to them. (Here the small probabilities are called p-values.)'. p.8.
p.37 Large Language Models as Design Partners: Automating Graphical Mockups to Refine Requirements
by Giovanna Broccia, Maurice H. ter Beek (CNR-ISTI), and Alessio Ferrari (University College Dublin and CNR-ISTI)p.39 Challenges in Small-Scale Medical Data Exchange Platform Development
by Hubert Schölnast, Peter Kieseberg, Patrick Kochberger and Henri Ruotsalainen (University of Applied Sciences St. Pölten)p.42 SCIANCE: AI for Scientific Discovery in Europe
by András Benczúr, Edina Nemeth (SZTAKI), Jonas L'Haridon (European Science Foundation) and Magdalena Brus (EGI Foundation)
My source: Peter Kunz c/o ERCIM News
^As a community mental health nurse I have a problem with the betting and gambling industries. Yes, many participants 'gamble responsibly', they know when to take a break. They understand the house rules. For a significant number of the population, they are vulnerable. Bitcoin is another example. There the 'house' is continually re-built after successive collapses. But the mathematics here in p-values, v-values and in clinical reasoning is also significant as a crucial element whether naive or formal research.
I have always thought that -
[apologies for multiple postings]
A few last spots are still available for the school, taking place in Trento, Italy, on 13-17 July 2026.
The school is open to anyone interested in AI for Healthcare: Master and PhD students, researchers, clinicians, physicians, data scientists, AI engineers, and professionals working at the intersection of AI and healthcare.
Master and PhD students benefit from a reduced fee: 470 EUR.
The regular fee is 495 EUR.
This year’s edition will focus on:
'If scientists and engineers are to be able to attack social problems with the same validity and effectiveness with which physical problems have been attacked, then a much more sophisticated and rigorous system design methodology is needed.
Such methodology, called the tricotyledon theory of system design, has been developed as a synthesis of: empirical and speculative approaches to system design [2], the methodology of operations research [10], classical optimization techniques [18], results in specialized branches of mathematical system theory [1,4,6,7], and the constructs of general mathematical system theory [12,13,14].
Experimental applications of the tricotyledon theory of system design to several problems in widely differing contexts [3,4,8,9,16,17] indicate that the methodology holds great promise for validity and effectiveness in attacking any large-scale, complex, man/machine system design problem with precision and rigor. There are no theoretical limitations (such as differentiability, linearity, finiteness, or discreteness) for the problems that can be attacked within the tricotyledon theory of system design.
In this short abstract the theory is only described in terms of set and system theoretic concepts as presented in Reference [12), [13], or [14]; no exploitation of the theory, either theoretical or practical is attempted here.' ..' p.224-225.
'The task of defining a large-scale, complex, man/machine system design problem P=(S,T,α,β,γ,D) often requires an interdisciplinary team in practice. An interdisciplinary team requires, in turn, that the above definitions be translated into non-mathematical methodology. This has been done in Reference [15].' p.229.
15. Wymore, A.W., Systems Engineering Methodology for Interdisciplinary Teams, unpublished manuscript. (Another loss?)
Wymore, A.W. (1975) The Tricotyledon Theory of System Design. In. Category Theory Applied to Computation and Control: Proceedings of the First International Symposium, San Francisco, February 25-26, 1974 (Lecture Notes in Computer Science, 25) by E.G. Manes (Editor).
See also:
https://en.wikipedia.org/wiki/A._Wayne_Wymore
http://sysengr.engr.arizona.edu/wymore/bookreview.html
https://lockywolf.wordpress.com/2019/02/16/a-mathematical-theory-of-systems-engineering-the-elements-by-a-wayne-wymore/
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| Brian E. Hodges - c/o Brian's family. |
Born in Liverpool, UK.
Community Mental Health Nurse NHS, Part-time Lecturer,
Researcher Nursing & Technology Enhanced Learning
Registered Nurse - Mental Health & General
Community Psychiatric Nursing (Cert.) MMU
PG Cert. Ed.
BA(Joint Hons.) Computing and Philosophy - BIHE - Bolton
PG(Dip.) Collaboration on Psychosocial Education [COPE] Univ. Man.
MRES. e-Research and Technology Enhanced Learning, Lancaster Univ.
Live and work in NW England - seeking a global perspective.
The views expressed on W2tQ are entirely my own, unless stated otherwise.
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orcid.org/0000-0002-0192-8965
