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User experience doesn't happen on a screen; it happens in the mind, and the experience is multidimensional and multisensory. This practical book will help you uncover critical insights about how your customers think so you can create products or services with an exceptional experience. Corporate leaders, marketers, product owners, and designers will learn how cognitive processes from different brain regions form what we perceive as a singular experience. Author John Whalen shows you how anyone on your team can conduct \"contextual interviews\" to unlock insights. You'll then learn how to apply that knowledge to design brilliant experiences for your customers.

Many developing countries are looking to scale-up what works through major systems strengthening investments. With leadership, conviction and commitment, systems thinking can facilitate and accelerate the strengthening of systems to more effectively deliver interventions to those in need and be better able to improve health in an equitable way. Systems thinking is not a panacea. Its application does not mean that resolving problems and weaknesses will come easily or naturally or without overcoming the inertia of the established way of doing things. But it will identify, with more precision, where some of the true blockages and challenges lie. It will help to: 1) explore these problems from a systems perspective; 2) show potentials of solutions that work across sub-systems; 3) promote dynamic networks of diverse stakeholders; 4) inspire learning; and 5) foster more system-wide planning, evaluation and research. And it will increase the likelihood that health system strengthening investments and interventions will be effective. The more often and more comprehensively the actors and components of the system can talk to each other from within a common framework --communicating, sharing, problem-solving - the better chance any initiative to strengthen health systems has. Real progress will undoubtedly require time, significant change, and momentum to build capacity across the system. However, the change is necessary - and needed now. This report therefore speaks to health system stewards, researchers and funders and maps out a set of strategies and activities to harness these approaches, to link them to these emerging opportunities and to assist systems thinking to become the norm in design and evaluation of interventions in health systems. But, the final message is to the funders of health system strengthening and health systems research who will need to recognize the potential in these opportunities, be prepared to take risks in investing in such innovations, and play an active role in both driving and following this agenda towards more systemic and evidence-informed health development.

Traditionally, systems thinking support has relied on an ever-increasing plethora of systems tools, methods, and approaches. Arguably though, such support requires something different from, and more accessible than, detailed instruction on somewhat abstract laws and detailed principles and/or constitutive rules associated with conventional systems approaches or systems ‘tools of the trade’. For busy managers and decision makers working in often-stressful conditions, what is perhaps more valued are simple principles for enabling systems thinking in practice. Such principles should acknowledge and build on existing (multi)disciplinary skill sets and expertise, allowing for more meaningful interdisciplinary support amongst professions, as part of a nested transdisciplinary support for addressing wider social challenges. This monograph offers three principles of systems thinking in practice (STiP): relational STiP, perspective STiP, and adaptive STiP. They each have two sets of operational principles applicable to first-order and second-order practice, respectively. The three general principles are nested in an overriding principle of STiP as praxis (theory-informed action or thinking in practice) manifest in the need for being both systemic and systematic. The three principles represent a distilled expression of a systematic literacy of systems thinking, a literacy that speaks to the systemic sensibilities of Inter-relationships, Perspectives, and Boundaries (sometimes referred collectively as IPB), associated with any area of intervention. Drawing on metaphors of bricolage, conversation, and performance, and building on philosophical foundations of boundary critique, the three principles provide for a requisite systems literacy (as an emergent property of systemic sensibilities and systems thinking literacy) for enabling appropriate STiP capabilities to flourish when making a meaningful change.

This paper explores the question of what systems thinking adds to the field of global health. Observing that elements of systems thinking are already common in public health research, the article discusses which of the large body of theories, methods, and tools associated with systems thinking are more useful. The paper reviews the origins of systems thinking, describing a range of the theories, methods, and tools. A common thread is the idea that the behavior of systems is governed by common principles that can be discovered and expressed. They each address problems of complexity, which is a frequent challenge in global health. The different methods and tools are suited to different types of inquiry and involve both qualitative and quantitative techniques. The paper concludes by emphasizing that explicit models used in systems thinking provide new opportunities to understand and continuously test and revise our understanding of the nature of things, including how to intervene to improve people’s health.

研究旨在透過文獻分析，回顧過去國外科學教育領域中的系統思考能力相關研究，歸納其適用年級與學科、系統思考能力分析架構，以及評量與教學的趨勢並提出建議。研究者於SCOPUS與Web of Science資料庫搜尋2000年到2019年的英文期刊論文，經有系統篩選後，針對20篇文章進行分析。分析結果發現，系統思考的研究對象以國、高中生為主，有些研究以小學生為對象，其學習成效主要在基礎系統思考能力的獲得。涉及的學科領域則以生態、生物以及地科最為常見，所回顧的文獻中並沒有應用於物理領域，顯示系統思考並非適合融入所有自然科學領域。對於系統思考能力的分析架構，共可歸納出組件連結模式、階層發展模式、複雜系統模式及內容導向模式等四種類型。在系統思考量測方法上許多研究採多元評量，最常被採用的是開放性試題與晤談。至於教學策略，許多研究都採取了多元的教學活動，且多半包含知識統整活動，部分研究則採用電腦模擬進行教學。由於文獻中已有較為完整的系統思考能力分析架構，未來建議可以進行學習進程或是縱貫性研究，並將資訊科技應用於系統思考評量上。最後，我們對系統思考在教學與評量的實務建議包含有：教學上應優先嘗試初階的組件連結模式；教學方法則以明示教學法協助學生建立系統思考概念鷹架、嘗試採用多元的活動設計、引進科技輔助以及引導學生廣泛地將系統思考應用於各種生活情境中；評量方面則是建議以概念圖、概念繪圖及概念填空題進行，容易實施且能獲得較多訊息。 The aim of this research was to review past empirical studies about systems thinking in science education in order to understand the applied grade levels and subject areas, the analytical framework for systems thinking, and its trends in teaching and assessment. We searched for research articles published from 2000 to 2019 in the SCOPUS and Web of Science database and found 20 qualified studies. The results showed that most studies were conducted at junior high schools and senior high schools. Some studies were conducted at the elementary school level and found gains in fundamental competence of systems thinking. The most frequently applied subject areas were ecology, biology, and earth science. In this review, no studies applied systems thinking in physics. This indicates that systems thinking might not be suitable for all subject areas of science. In terms of the analytical framework for systems thinking, different studies invented different frameworks. The common features of the systems thinking framework include components recognition, as well as the mutual interactions and influence of different components. Regarding assessment for systems thinking, some studies used multiple assessments, and the most commonly used types of assessments were open-ended questions and interviews. Many studies adopted a variety of teaching activities and included knowledge integration activities. Some studies also used computer simulations to support learning. For future research, we suggest investigating the learning progression of systems thinking or conducting longitudinal studies by applying the available analytical framework of systems thinking. Future studies can also apply computer technology in the assessment of systems thinking. Finally, we offer some specific suggestions for teaching and assessments of systems thinking.

The first book to address the underlying premises of systems integration and how to exposit them into a practical and productive manner, this book prepares systems managers and systems engineers to consider their decisions in light of systems integration metrics. The book addresses two questions: Is there a way to express the interplay of human actions and the result of system interactions of a product with its environment, and are there methods that combine to improve the integration of systems? The systems integration theory and integration frameworks proposed in the book tie General Systems Theory with practice.

This research aims to establish how systems thinking (ST) can be used to develop firm competitive capabilities (CC) and improve firm performance (FP). The focus is on ST applications in the South African information and communications technology (ICT) industry. The methodology includes Structural text condensation of relevant literature combined with interviews involving a selection of participants. From the analysis, some of the key findings are that ST enables the firm to contextualize itself in the wider systems environment, which results in improvements in FP. The research stream is specifically on soft ST and its contribution to improvements in firm CC and FP. This research creates an opportunity for further research into how soft ST can be leveraged in delivering firm CC and improvements in FP. The theoretical contribution made in this paper is exploring the relationship/linkage between the different concepts of soft ST, CC and FP.

While system engineering concepts have been broadly applied in healthcare systems, most improvements have focused on a specific segment or unit of the delivery system. Using a system engineering perspective, this handbook offers theoretical foundations, methodologies, and case studies in each main sector of the system. It explores how system engineering methodologies and their applications could improve patient outcomes and cost effectiveness and offers a comprehensive description of the healthcare delivery system from the macro level (hospitals) to the micro level (operating room).

DSRP Theory is now over 25 years old with more empirical evidence supporting it than any other systems thinking framework. Yet, it is often misunderstood and described in ways that are inaccurate. DSRP Theory describes four patterns and their underlying elements—identity (i) and other (o) for Distinctions (D), part (p) and whole (w) for Systems (S), action (a) and reaction (r) for Relationships (R), and point (ρ) and view (v) for Perspectives (P)—that are universal in both cognitive complexity (mind) and material complexity (nature). DSRP Theory provides a basis for systems thinking or cognitive complexity as well as material complexity (systems science). This paper, as a relatively short primer on the theory, provides clarity to those wanting to understand DSRP and its implications.