In search of socio-political logics

'The logic of appropriateness refers to actions which members of an institution take to conform to its norms. For example, a head of state will perform ceremonial duties because it is an official obligation. By contrast, the logic of consequences denotes behaviour directed at achieving an individual goal such as promotion or re-election.' p.87.

individual

|

INTERPERSONAL : SCIENCES

humanistic -------------------------------------------  mechanistic

SOCIOLOGY : POLITICAL

|

group-population

'Institutions are far more than the theatre within which the political drama unfolds; they also shape the script (Peters, 1999). This emphasis within the institutional framework on the symbolic or ritual aspect of political behaviour contrasts with the view of politicians and bureaucrats as rational, instrumental actors who define their own goals independently of the organization they represent.' p.87.

'Further, institutions bring forth activity which takes place simply because it is expected, not because it has any deeper political motive. When a legislative committee holds hearings on a topic, it may be more concerned to be seen to be doing its job than to probe the topic itself. Much political action is best understood by reference to this logic of appropriateness rather than a logic of consequences. For instance, when a president visits an area devastated by floods, he is not necessarily seeking to direct relief operations or to achieve any purpose other than to be seen to be performing his duty of showing concern. In itself, the tour achieves the goal of meeting expectations arising from the actor's institutional position. "Don't just do something, stand there", said Ronald Reagan, a president with a fine grasp of the logic of appropriateness.' pp.86-87.

    

See also: 'drama' : 'bridges'

Hague, R., & Harrop, M. (2007). Comparative Government and Politics (7th ed.). New York, NY: Palgrave Macmillan.

Peters, B. Guy. (1999). Institutional theory in political science: the new institutionalism. London: Pinter.

Anti-Science countermeasures ...

'We are pleased to announce the winners for the 2025 Nature Awards for Standing Up For Science - The John Maddox Prize.

We are proud to announce that our Maddox Prize winner is Virginia Burkett, United States Geological Survey. Judges were impressed by her persistence, as a government adviser and an expert in coastal systems, in the face of opposition.' ...

https://www.nature.com/immersive/maddoxprize/winners/index.html

Virginia Burkett's five 'tips for resisting the anti-science lurch'

individual

|

INTERPERSONAL : SCIENCES

humanistic -------------------------------------------  mechanistic

SOCIOLOGY : POLITICAL

|

group-population

2. KEEP RECEIPTS (your memory) know your institution's scientific integrity policy	2. Never compromise on scientific integrity
3. Find allies 5. Be prepared for setbacks, e.g. relying on family and religious faith.	keep receipts (your defence) 4. KNOW YOUR INSTITUTION'S  SCIENTIFIC INTEGRITY POLICY

My source:

Anjana Ahuja, Tips for resisting the anti-science lurch, Opinion, Research. Financial Times, Wednesday 5 November, 2025, p.20.

ii On Sociology & Becoming a Nurse

Two final observations re.

Maclean, Una. (1974) Nursing in contemporary society. London: Routledge & Kegan Paul.
https://wellcomecollection.org/works/qhqc24fv

Firstly, there is a question for new student nurses:

'In the case of nursing, the Royal College of Nursing laid down the course of training and the final tests whilst the General Nursing Council held the solemn register to which aspiring professionals were ultimately to be admitted, and  the aim of these two powerful proponents of the nurse's unique role was to limit he epithet 'nurse' to those who had successfully navigated the straight and narrow path to registration.' p.67.

Q. Above, Maclean refers to a solemn register. What do you believe may have shaped the author's writing at that time in 1974? Is the nurse register, towards which you now aspire still 'solemn'? 2000 words.

There has been much debate of late regards the title 'Nurse'. 'Doctor' also.

Secondly, Maclean was prescient in acknowledging the 'Patient's right to information'. pp.119-120.

btw: A game in 4 moves*

INDIVIDUAL

|

INTERPERSONAL : SCIENCES              

humanistic ------------------------------- mechanistic

SOCIOLOGY : POLITICAL   

|

GROUP

btw - by the way: "Are you working?" 'THE WORK ETHIC' MENTAL STATE MENTAL ILLNESS MOTIVATION MINDSET-ATTITUDE LIFELONG LEARNING	Economic activity Demographics Productivity PHYSICAL HEALTH PHYSICAL ILLNESS dis-ABILITY 'Plumbus oscillans?' EDUCATION - re-TRAINING
Social trends Social attitudes Social capital 'Living wage' 'Cost of Living' Social contract Social justice	Welfare spending, inc. Sickness-Incapacity Political: angst,bias,debate .. Policy^: incentives, action BACK TO WORK - btw

*Or 5 - [ ( sciences, intra- interpersonal, sociology, political ) spiritual ]?

^Fitness for purpose?

Seeking Welfare in Lawfare

 INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC   

SOCIOLOGY  :   POLITICAL 

|

GROUP

Welfare?	Welfare? [or SLAP(P)s in the face]
Welfare?

 Source: Various.

See also: SLAPPs: Getting Sued for Speaking Out, George W. Pring, and Penelope Canan.

Finding motivation ...

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

INTRINSIC	EXTRINSIC
INTRINSIC	If 'you' activate the intrinsic motivation of a people 'here' by extrinsic means, be prepared to suffer the consequences.

 

Previously:

Conveying the Message: Channel, Noise, Redundancy, Information ...   

Social care ... 

 

Social care ...

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

A monument for Taras Shevchenko is symbolically protected by bandages in Borodyanka, northwest of Kyiv. Nickolai Hammar / NPR

 

My source: Schama, S. "Who controls the past?", FT Weekend, Life&Arts, 7 May 2022, p.1.

Photo: https://www.opb.org/article/2022/04/09/this-is-what-a-ukraine-town-looks-like-after-russian-troops-withdraw/

Book: ii "Making Research Matter" ... to varied audiences ...

Individual
|

INTERPERSONAL : SCIENCES

humanistic ------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

Group

Patient Carer Lifelong learner purpose	Researchers* Scientists* Lecturers Student (Scholar) Project managers process
Public Community Leaders - Groups Ethnographers Social policy makers practice	Managers Leaders Policy Makers Curriculum Developers Activists Change agents policy

Noting Tara Lamont's book and the intended audiences, I was reminded of the diverse potential user base for Hodges' model, with a few additions.

This was represented using four images on the old homepage of the now archived website (1998-2015):

https://www.webarchive.org.uk/wayback/en/archive/20141008034649/http://www.p-jones.demon.co.uk/index.htm

'Lifelong learner' should apply across all the domains of the model, but it is primarily about intrinsic motivation, a personal and voluntary initiative.

There is no 'evidence-based' explanation for the above, other than praxis. It has arisen over time,  associated with the care domains of Hodges' model. The situation is similar for the 4Ps in the model (italicised).

See also:

Book: i "Making Research Matter - Steps to Impact for Health and Care Researchers" Open Access

*independent roles also.

Lifelong learning in Hodges' model

I've lost count of the visits to Hay-on-Wye, most recently last week. Sadly none have coincided with the literature festival (thus far). Three full days arriving at 0815, a coffee at Angie's cafe to start. 

In searching for 'evidence' to support Hodges' model I am clearly biased in terms of what I will find. Brent Hayward's paper and exchanges on twitter prompt the realisation there is much to define. The axes, the respective care - knowledge domains, career, health career, the center of the model, education and more. I have 6,000 words on what could be thought of as a 'manual'. Nobody, can say "Read the ****** manual!" if none exists, beyond Brian Hodges' course notes. 

So I've been picking up a few textbooks. Despite being a little dated (and so familiar) I'm sure these sources can help place Hodges' model on a more concrete footing. At least reveal what schools of thoughts and ideas Hodges' model can claim as a foundation and support. The shelves of several shops were well served with lifelong learning and so here are some points of note, beginning with interpretations of 'learning'.

• Behaviourist approach
• Gestalt
• Cognitive - constructivist 
• Humanist
  

The plastic space that it is, Hodges' model can be used with any of these, as with proposals for pedagogy and andragogy (chap. 2) and the identities associated with the social nature of 'learner identity' in education.

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - population

Situational awareness: 1. the safety perspective 2. the personal perspective of knowing what learning opportunities are available. p.56. Continuous professional development intrinsic-extrinsic motivation, p.84. 'Sociological imagination' pp.19-21. Use of Hodges' model allied with multiple literacies to further lifelong and personalised learning (tertiary+)?

Definition of lifelong learning is, arguably, impossible. p.9. Learning activity through life. p.10 Relation of: concept of 'career' Health career as Life chances Age as chronology and pathology Primary Courseware - created to present subject matter. Subject matter experts (content) design and programmed by courseware specialists. Secondary Courseware - describes the environment and set of tools by which the learner performs learning tasks, and the tasks (and task materials) themselves. p.138.

History of lifelong learning 18th century (Yeaxlee, 1929). 2nd chance learning Lifelong learning for social change. Age as a social construct Bourdieu 'capital' power (chap. 3) Social and Cultural (capital) Teriary Courseware - material prodcued by learners, p.138.

"Lifelong learning has experienced a political transformation from one that held a humanistic radical approach to education to one with a focus upon economy, skills and and vocationalism, and this transformation can be seen in the policy discourse associated with lifelong learning." p.9. Lifelong learning "a means of achieving instrumental (economic) values..." p.9. Continuous professional development (governance of..) Economic or Human (capital) identity narratives and identity politics - caring relations, p.19

 

O'Grady, A. (2013) Lifelong Learning in the UK, London: Routledge

Morgan-Klein, B., & Osborne, M. (2007). The Concepts and Practices of Lifelong Learning. London: Routledge. (chapter 2, Learning through the life course ...)

What is 12.5% of Nursing's effort?

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - population

skills, responsibility, accountability, 6Cs, morale, motivation, trust, self-esteem	12.5% ?
	"What happens here?"

And .. all embedded within, surrounded by ... the Spiritual domain...

  Fair Pay For Nursing

Find out more about the Fair Pay for Nursing campaign and how you can get involved

#FairPayForNursing

What it means to me / us.

Post enigma 2008 ADLS

I've found back in 2008 there is reference to a non-existent post. I'm not sure what happened, but do remember considering this:

https://hodges-model.blogspot.com/2008/09/holistic-care-what-is-holistic.html

Creature of habit and habitat that I am, I also appear to have used the same 'strategy' of mapping concepts to the domains of Hodges' model.

In this case the focus was activities of (daily) living. It is this strategy that is employed in a draft paper still to be revised but on the Sustainable Development Goals. This exercise is not just reflective, there is a reflexive quality to it. The fact that asymmetry is revealed should not be surprising. In this post the clue is in the word 'activities' and ADLs and what is often deemed primary in theory, practice and common-sense.

To be revised ...

h2cm = 'GI - General Intelligence'?

"In 1990 a paper curiously- titled "Elephants don't play chess", published by Australian roboticist Rodney Brooks, ushered in the idea that artificial intelligence could become smarter by learning as the human brain does. Building simple connections that gradually become more complex could help AI emulate the way we think."


"AGI [artificial general intelligence] is a really tough problem, making something that is as flexible and efficient across a wide range of domains as a mammalian brain is a tough challenge.."


"In a new paper published in Nature yesterday, DeepMind unveiled how an area of AI , known as reinforcement learning, has shed new light on the way the brain learns. ... At the heart of the paper is a new idea of how dopamine works. Known as the "motivation molecule" or "surprise signal", dopamine has come to be of significant interest." Chowdhury, 2020.

AI or G(A)I ? Specific and General ...
... depending on the situation ...

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - population

cognitive decision making intellect motivation learning	science neuroscience dopamine data  information

Brooks, Rodney (1990), "Elephants Don't Play Chess" (PDF), Robotics and Autonomous Systems, 6 (1–2): 3–15, CiteSeerX 10.1.1.588.7539, doi:10.1016/S0921-8890(05)80025-9

Dabney, W., Kurth-Nelson, Z., Uchida, N. et al. A distributional code for value in dopamine-based reinforcement learning. Nature (2020). https://doi.org/10.1038/s41586-019-1924-6

My source:
Chowdhury, H. Why scientists just had a brainwave in quest for artificial intelligence, Business, The Daily Telegraph, 16 January, 2020, p.5.

Motivating the Gut to Walk, to Run

individual - self

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group- population

motivation: "I must go for run again  - regularly -  build up the distance to long ..." *Walk, run, do something ...	On long distance runs: the body produces lactate -  a by-product of muscles working in reduced oxygen. Guts of marathon runners nurture colonies of bacteria that can consume lactate. The bacteria transform lactate into propionate. Propionate "has been shown to increase the heart rate and maximise  the rate of oxygen consumption, making it essentially a natural performance-enhancing drug." Whipple, p.13.

Scheiman, J. et al. (2019) Meta-omics analysis of elite athletes identifies a performance-enhancing microbe that function, via lactate metabolism, Nature Medicine.

https://doi.org/10.1038/s41591-019-0485-4

Fitbiomics
https://www.fitbiomics.com/

*I'm sure I recall reading in Bortz's 'Next Medicine' stressing the importance of movement to independence.

My source:

Whipple, T. (2019) Gutsiest endurance atheletes have the running bug, The Times, 25 June, p.13.

The Fourth Quadrant - Johnson (2010)

For anyone who has read Steven Johnson's Where Good Ideas Come From, you might appreciate that for me it was a case of take-two from the previous post 'The adjacent possible'. How could I not include the chapter "The Fourth Quadrant" especially as the book's 'Conclusion'?

If title was one take, the other was "Oh! How does this relate to h2cm?" After reading and reflecting things fell into place. Johnson wants to represent the history of innovation (no less) using roughly two hundred of the most important innovations and scientific breakthroughs from the past six hundred years, starting with Gutenberg's press, Einstein's theory of relativity, the invention of air conditioning through to the birth of world wide web (pp.218-219).

There are three figures in the chapter spanning 1400-1600; 1600-1800; 1800-present. Johnson's diagram for 1800-present (p.229) is in-part 'mapped' to Hodges' model below.

A few insights into my reasoning. In the Interpersonal domain I am emphasising an individual's primary (and original) motivation for their work and what follows. In the sciences - here PROCESSES are central. As with all models this is an idealisation, so there is a lot of overlap.

Individual

|

INTERPERSONAL : SCIENCES

humanistic / non-market ------------------------------- mechanistic / market

SOCIOLOGY : POLITICAL

|

Network

3. Non-Market/Individual Not devised for fiscal gain, individually devised .. amateur scientist, or hobbyist. Spectroscope           Hormones Bunsen Burner             E - mc2 Rechargable Battery      Special Relativity Nitroglycerine        Earth's Core Cell Nucleus          World Wide Web Stethescope         CT Scan ...	1. Market/Individual Devised for fiscal gain, individually devised i.e. Air Conditioner Mason Jar Tesla Coil Gatling Gun Nylon Vulcanized Rubber Programmable Computer Transistor ...
4. Non-Market/Network Not devised for fiscal gain, collectively devised. Open source envirnoment or academia. Braille      Periodic Table     RNA Splicing Chloroform        EKG    Aspirin Cell Division    Global Warming Benzene Structure        Continental Drift Hereditary       Superconductors ...	2. Market/Network Devised for fiscal gain, collectively devised, multiple firms interact Airplane    Lightbulb    Steel   Automobile Induction Motor      Radio  Contact Lenses    Welding Machine Moving Assembly Line   Motion Picture Camera Locomotive     Vacuum Cleaner Electric Motor     Washing machine Refrigerator      Vacuum Tube Telegraph      Helicopter ...

Johnson, Steven (2010) Where Good Ideas Come From, London: Allen Lane.

Knife crime: treat as a 'disease'.. (in Hodges' model!)

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

Individual Human Rights  Self - IDENTITY Vulnerability - Influence of others?  Motivation, Anger, Impulsivity Schools - bag searches public MENTAL health Character; Values Self-esteem, responsibility, resilience 'Kids with attitude' (great)? 'Kids with attitude' (problem)?	D   disease models  A                           T                    Public Health  A             Violence: stabbing, slashing  T        Access to weapons inc. kitchen knives  R            Weapon concealment on person  A                            Metal detectors  C    of individuals
peer GANGS groups belonging social cohesion - social integration Family structures 'Friends and Family' 'Friends as Family' Social services: housing, education, community centers, community workers 'Moral Panics'? Victim's family - aftermath COMMUNITY	K    and groups  I                   Youth Services - Funding  N               'Global' action - All Together  G                          Chicago - Glasgow "STOP & SEARCH"           Public Health approach to policing violence School (exclusion, impact of) Knife crime: Policy, Home Secretary   'Strong ENFORCEMENT' Strategy - Early Intervention  POLICING           legal advocates

See also:

BBC Radio 4 - Moral Maze 13 March 'Moral Panics'

My source:

Various including: @rydermc "Not a sticking plaster" on https://www.tortoisemedia.com/

 https://twitter.com/rydermc/status/1104706208630489089

David Gillanders

The - Profound Statement

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

Big (ethical?) questions	BIG questions
"We can do this"	“Fund the NHS properly”

The Profound Statement here is just the same ...

H2CM:

help 2c More - help to Listen - help to Care

Hitchens, D. (2018) Deep and meaningless, (When did advertising become so banal? The more starry-eyed the corporate motto, the bleaker the reality it conceals). THE SPECTATOR, 22 September. p.12.

Stern, S. Chanting fake mantras won’t save the NHS. Proper funding will, The Guardian.

Social prescribing: c/o @TheKingsFund - Three questions

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

Does it work?	What is it?
What is #socialprescribing? Does it work, and how does it fit in with wider health and care policy? A quick refresher ahead of our event tomorrow… https://t.co/46cJqjBKeR — The King's Fund (@TheKingsFund) November 5, 2018	And how does it fit in  with wider health and care policy?

Social prescribing is not a quick fix, a social distraction from a clinical problem. How this is approached - negotiated - will be a clear factor in the shared success of social prescribing as an effective, intervention for the person concerned, the NHS AND society.

Public Service(s) Ethos ii (notes)

Behind the post from 19 January 2018 are the 4Ps which can be related to Hodges' model.

individual

|

INTERPERSONAL : SCIENCES

humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

ethos: PURPOSE - Were possible the patient should have a purpose in relation to their condition, care, and recovery as far as possible. (How do we define proactive, preventive care...?) The nurse and colleagues will similarly be purposed to deliver person-centred care. The organisation can make a difference here - to individual practitioners, translating the organisational ethos through leadership to ensure individual's can be creative, safe, effective, innovate and find their role and purpose rewarding and (constantly) refreshing. Ethos here should align with personal ethics and values. Fire may be a mechanistic phenomena, but burnout here is best avoided.

SERVICES: process - In the past and today nursing has been and is defined and described in task-oriented terms. Hodges' model acknowledges this by differentiating between the activities that nurses carry out some are mechanistic and others are humanistic. Through a combination of  interventions nurses help patients regain their independence as far as possible.  Outsourcing and project management are also tied to process-laden perspectives, models and schema.

PUBLIC practice - Students are socialised into practice (yes, I had a bath).  Our practice is contextual, that is, it is situated. Interaction and the time nurses spend with patients and often carers places an emphasis on the exercise and maintained competence of interpersonal skills. Empathy, rapport, dignity and respect, universal positive regard ... they are exercised and practised here. If this is the domain were therapuetic relationships are forged, this is also the domain where contact-time counts. Count the beans as we may, the qualitiative relationships in the time spent between nurse-patient; lecturer-student; mentor-student; leader-team contact are definitive for the public and practitioner. Enjoy this, as the robot help is enabled with an ethos of its own?

ethos POLICY - The initial post was prompted by POLITICS.  Many nurses try to be apolitical, necessarily so at work. In a way, as you can see the HUMANISTIC-MECHANISTIC axis provides a dodge. The humanistic placement of practice in Hodges' model can account for the public service ethos of "Don't Panic Carry On". Although many try to circumvent the politics of healthcare, there is no escape from the effects of policy on the service. The UK and USA remain ideologically divergent in healthcare (and geologically) but the debate is now heard everywhere and when. It is infraglobal. It is heard everywhere and when. In the political domain there are obvious sensitivities associated with our use of maps and our place upon them. Addressing the ethos of healthcare at an individual and population level now calls for maps of a unique kind.

Public Service(s) Ethos

individual

|

INTERPERSONAL : SCIENCES

humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

ethos	SERVICES
PUBLIC	ethos

Corbyn, J. "... public services ethos ..." heard this week on the news, 17 January, 2017.

Paper: Wang and Nickerson (2017). A literature review on individual creativity support systems

Hodges' model can lay claim to being a creativity support system [CSS]. While I do not have evidence, the model presents a diversity of stimuli in its structure and the care - knowledge - domains. It follows then that from the outset it is a motivational primer on both affective and achievement counts. Immediately, there is the motivation provided by the blank space, viewed as one or four conceptual spaces to find an initial starting concept. Affective as users gravitate towards their chosen reflective and creative journey, and achievement priming as having a goal that is prompted by professional, interpersonal and educational goals. If there is a case of 'creativity block' then perhaps a group approach can be adopted? Hodges' model then becomes a collaborative creativity support system. With Hodges' model and no doubt the proposed CSSs the collaborative agents add their own affective and achievement priming, whether student-student; patient-student (supervised); or mentor-student.

With the important caveat that the studies identified do not include healthcare but many papers are general. The authors provoke many questions: "Creativity support systems, like other information systems, are most effective when they instantiate underlying theories..." (p.140). I have already posed this question - which is (as ever) compound. As per the review's general domain papers, is there an underlying theory for all of Hodges' model; or is there a need for a theory per care domain?

"The literature on individual creativity support systems has drawn from theories about design, human computer interaction, information systems, and creativity.. " (p.140). 

If 'design' can be complex, what of 'care design'? That is what we are about. This in turn impacts upon the other sources of theory above.

There is much to draw upon in Wang and Nickerson (2017) but finally on page 145:

"the authors did a survey to verify the notion that creative self-efficacy, individual knowledge and IT support affect individual creativity through mediating variables: individual absorptive capacity, exploration and exploitation." 

Creativity must contribute to literacy, Wang and Nickerson allude to a relationship, referring to self-efficacy above. This is what we are seeking in health literacy and self-care. An ability to explore and exploit available resources being a sign of autonomy and efficacy.

Table 3
A framework for designing individual creativity support systems.

Aspects	Components	Features to Support the Component
Motivation	Motivational priming	Affective priming Achievement priming
Creative Process	Process completeness Process control	Modules to support each step in a complete creative process Allowing iteration and selection of steps
Divergent thinking	Stimuli Long term memory Working memory Creativity techniques	Providing different levels of stimuli, Providing stimuli dynamically External long term memory, such as knowledge base and case library; Facilitating search Supporting association, Visualization, Random combination Facilitating the use of creativity techniques; Computational creativity techniques
Convergent thinking	Comprehension Decision	Labeling, classification, simulation Criteria based comparison, Decision support

Table 4
The steps in a complete creative process.

Process Stage	The Divergent Step	The Convergent Step
Problem finding	Formulating problem presentations in various ways	Selecting the best ways to present the problem
Information finding	Collecting potentially relevant information	Selecting the most relevant information
Idea finding	Generating many ideas	Selecting the best ideas
Solution finding	Improving the selected ideas	Selecting the improved ideas and integrating them into a solution

Reference:
Wang, K., & Nickerson, J. (2017). A literature review on individual creativity support systems. Computers In Human Behavior, 74, 139-151. (tables p.145).
http://dx.doi.org/10.1016/j.chb.2017.04.035