Zoekresultaten

Food production and service systems theory

The bridge - Part 4

The final of a four-part series that explores Dynamic Systems Theory (DST). DST has taught us that phase transitions are based on self-organization and that they are not predictable a priori. They can be described, but not explained. This is well established in physics, but not at all in the social sciences and everyday life. It also takes a lot of practice to learn to see dynamic systems in everyday life. A few examples are given.

Embedding persuasive design for self-health management systems in Dutch healthcare informatics education

The development of eHealth applications requires a new methodological approach, departing from the more conventional methods dedicated to designing health information systems. There is a gap between theories to design persuasive eHealth applications and practices. We consequently advocate an integrated, systematic and practical but scientifically based methodology to design effective persuasive eHealth applications. This approach is being successfully embedded in our educational health informatics program.

Daily urban systems explained from the household perspective

The concept of the Daily Urban System (DUS) has gained relevance over the past decades as the entity to examine and explain the functionality of the urban landscape. Daily Urban Systems are usually defined and measured by the strength of commuter or shopper flows between the nodes of the system. It is important to realize that these Daily Urban Systems are the accumulated pattern of individuals making frequent, recurring trips to other localities than their own. Understanding the microeconomic decisions behind these spatial interactions will help in assessing the functional and spatial structure of DUS. In this paper is explored how, based on Dutch empirical data, the individual household’s spatial interactions shape the daily urban system and how the destination of these interactions correlates with personal and spatial variables and motives for interaction. The results show that the occurrence of non-local spatial interactions can be explained by the size-based Christallerian hierarchy of the localities of residence, but that it is the regional population – or market potential – that explains and moderates the sorting of households and the intensity and direction of their spatial interactions in the DUS, matching agglomeration theory.

Education and development as complex dynamic agent systems:

In order to study education and development, researchers can choose among a plethora of methods. The Merriam-Webster dictionary tells us that “method” means: a procedure or process for attaining an object …such as …a systematic procedure, technique, or mode of inquiry employed by or proper to a particular discipline or art “ or “a way, technique, or process of or for doing something”, or “a body of skills or techniques”. Methods proper to the scientific study of education and development cover a very broad range of procedures, ranging from how to formulate and ask questions, how to design studies for answering such questions, how to perform such studies in real-world contexts, how to extract data and how to process them, how to relate processed data to answers on questions, how to communicate such questions and answers, and how to apply them to real world activities aimed at promoting education and development. This body of methods is customarily termed “methodology”, which is a concept that includes the methods themselves but also our understanding of their relationships and their rational and scientific justification. Let us call this body of methods and the justifications “Integrative methodology”. Researchers often tend to see this integrative methodology as a more or less autonomous set of good practice prescriptions. This view is consistent with practices of academic training in which methodology courses are offered separate from courses on disciplinarian contents, e.g. courses on development or educational science. As a consequence of this autonomy oriented view of methodology, scientific questions regarding development and education tend to be framed in terms of the available or habitual methods. For instance, we readily transform or translate concrete questions about the influence of some particular educational intervention in terms of a statistically significant difference between 2 representative samples that systematically differ in only one variable or feature of interest, which, in this case, is the intervention. Almost every word in this translation carries the heavy burden of methodological principles, concepts and presuppositions: “statistically”, “significant”, “difference”, “representative”, “sample”, “systematically”, “variable”, and “intervention”. And all these principles, concepts and presuppositions are taken from this autonomous body of integrative methodology, which forms our indisputable cookbook of good practices, outside of which no good — scientific — practices exist. The answers to questions that are shaped by this independent body of methodology will then contribute to existing theories of development and education. In this sense, it is the (allegedly) independent methodology that informs theory.In this chapter, we will move against this current practice and make the — apparently deeply obvious — claim that it must be theory that informs the questions and the way we shall answer these questions. That is, it must be theory – that is, your body of justified knowledge about a particular phenomenon – that informs, influences and determines methodology, that is, the whole of methods, procedures and instruments that you use to study that phenomenon. . The sort of theory that should inform integrative methodology must be an integrative theory, that is to say a theory consisting of a consistent set of general principles and concepts shaping the domains of inquiry, which in this particular case are the related domains of development and education

The bridge - Part 1

Usually the whole is the sum of its parts (added linearly): someone is happy and travelling, so happy travelling. Someone walks across a motionless and stable bridge and thus moves forward. But when hundreds of people walk together, the bridge may start to wobble quite suddenly. Both systems - the pedestrian and the bridge - are coupled into one new pattern, in which the whole is more than the sum of its parts. Such discontinuous shifts can be observed everywhere: in horses, the shift from walk to trot to canter (3 patterns); from ice to water to steam. Psychological measures - IQ, emotional stability, planning skills are marginal at best. It is argued that our behaviour is often determined by such dynamic systems.