Tricotyledons, systems and social problems

'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 Wymore, A.W., Systems Engineering Methodology for Interdisciplinary Teams, unpublished manuscript.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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There is this thing - 'universal construction'

The problem of bugs in software is an ongoing problem across all IT industries. For application that are safety critical we are still reminded of the risk implications and consequences if bugs are software is not tested and bugs - errors identified and corrected.

Back in the 90s during BA(Joint Hons. Philosophy & Computing) studies, I was introduced to the formal specification language 'Z'. It was designed for definition, and modelling of computer software, working from specification to implementation, as per these images:

https://personalpages.bradley.edu/~young/CS592M120_OLD/handoutZed.pdf

https://personalpages.bradley.edu/~young/CS592M120_OLD/handoutZed.pdf

To be clear I've never worked as part of a software project and my 'tinkering' - Drupal, Pharo, online groups, hosting platform - reveals how the development stack and work processes have developed apace. The challenge is keeping up. Simultaneously, there is the sense of being on the bank of deep water; or, a vertiginous cliff:

A little learning is a dang’rous thing;
Drink deep, or taste not the Pierian spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.
Fir’d at first sight with what the Muse imparts,
In fearless youth we tempt the heights of arts,
While from the bounded level of our mind,
Short views we take, nor see the lengths behind,
But more advanc’d, behold with strange surprise
New, distant scenes of endless science rise! 

Pope. https://interestingliterature.com/2021/09/a-little-learning-is-a-dangerous-thing-meaning-analysis-origin/

 Acknowledging the need for an 'evidence-base' and theoretical underpinning the effort to 'push' Hodges' model forward is ongoing. Maths remains an alien territory to me, but the 'secret garden' is as tantalizing as ever. Over the years I have posted - with much overlap about:

• maths
• relation
• logic

- and more recently:

• isomorphism
• category theory
• and as previously posted - laws of form.

In an effort to get to grips with the above, I'm following various online videos, books and papers. Bartosz Milewski's videos, blog and publications are aimed at programmers, but are very interesting nonetheless. The first video provides an introduction to the motivation and philosophy of category theory. In another, Milewski refers to 'universal construction' on YouTube and in a blog post about 'Function Types'.

The 'universal' figures in healthcare too: universal health access, and universal health coverage appear to over-shadow 'universal health care'. The quality of 'universal' also creeps into assessment. Data gathering is not merely complete, it is comprehensive. It has to be, to contribute not just to a care plan, for one that is (supposedly) person-centred, with risks identified, strengths, weaknesses - needs, history, social network, and much more. The care plan informs and orchestrates the interventions; then evaluation follows. Are we delivering? What is the patient's (client's, carer's) level of satisfaction. Have care stages and actions been completed as per policy (in time!)? (More on this to follow later this year in light of UK mental health/illness news.)

So as I consider (wrestle with...) initial, and terminal objects, sets and categories … I can hopefully, especially with help, extend the number of posts tagged 'universal' here on W2tQ. In this vein, is Hodges' model a universal construction? There may not be a universal truth to reveal, but it will prove a marvellous learning journey.

Dramatherapy iii - A Specification for Care: Nye

Individual
|

      INTERPERSONAL    :     SCIENCES               

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

 SOCIOLOGY  :    POLITICAL 

|

Group

"Classical psychodrama requires five instruments, the stage, the subject, the director, the auxiliary egos and the audience. Although Moreno frequently stated that psychodrama could take place in many natural settings, he advocated the use of a stage of his own design, circular, 12-15 feet in diameter, 1-2 feet high with two surrounding stepped lower levels, seating for the audience, a 'Juliet' gallery and equipment for varying the colour and brightness of the lighting. This format was was aimed at providing a space and generating an atmosphere in which the subject could rise up to move and act with increased freedom and imagination. 'The locus of a psychodrama, if necessary, may be designated everywhere, wherever the patients are, the field of battle, the class-room or the private home. But the ultimate resolution of deep mental conflicts requires an objective setting, the therapeutic theatre. ...'". p.107-108.

Nye - National Theatre

Davies, M.H. Dramatherapy and Psychodrama, Chap. 5. pp.104-123. In Jennings, S. (Ed.), (1987) Dramatherapy. Theory and Practice for Teachers and Clinicians. Routledge, London. p.106.