done 45 people answering it correctly is good very good very good very good seven no problem dear it will be covered up yeah okay good any explanation required for this question guys second question no no three is i two is j and five is k very good very good let's time here and proceed look at the leaderboard because there are people who have taken 35 seconds to respond which is appreciative i'm not making it a sarcastic remark okay you guys have been reading current responding to this question the fastest nps hsr very good dear okay very good very good i and r fish go one second i need to log into mentee okay dear see it's i'm waiting to proceed for the next question okay yes i i'll tell you like yeah one zero double four six one is the quote one one zero double four six one sir who's james charles jepidia uh no the somebody's name called james charles who is it james charles might be any dear friend of ours you don't know who james charles is sir sir he can continue yeah please thank you very much for the permission no problem and here we go with our next question so eighth question coming for my dear friend who just asked me happy think about it it's displacement change in position displacement is change in position final minus initial while doing that while doing that please keep a proper sequence of subtracting okay in general that's the hint misclick sorry sort of 10 second f raghav raghav is also there 16 second for chirag my dear friend good good good good good good good good so there are people who are seeking time for the okay there will be beautiful questions coming up as well okay there is one particular question where you will also have to use linear equations in two variables so relax boom let's see some people reported very good very good very good very good very good seven and five and two are okay sure for the clarification of it please if a particle moves from if a particle moves from initial position final position suppose then three minus two one everywhere not here four minus three one yes or no everywhere good five minus five zero only at sea got it clear okay everyone very good see for clear where since when we started writing clr that whole comprehensive thingy got it good ashish very good one two and here we go to proceed to the leaderboard again karun very good very good very good very good very good keep it up dear friend and here we go with the next one relax and calculate for dear friend of mine who like like i and our friends okay they said kisa we haven't done it so i'll just repeat if there is a vector a i plus b j plus c k where a b c are its coefficients then its magnitude will be given by square root of a square plus b square plus c square i'll mute everyone then good thank you very much relax so good number of people are still calculating it's beautiful beautiful beautiful square root of a square b square and c square addition a square plus b square plus c square yes for sure you're here you will have to go for the calculation of a b and c as final minus issue so i still haven't got it could you explain it after the sum yeah surely i will be explaining better each and every question so even me yeah very good welcome i'm reading over your charts so relax no problem me too yeah yeah welcome 49 second 51 second people are noting their time that's beautiful quite a tense number of people over here 22 people getting it wrong getting it right sorry next question relax which again final minus initial please please please please please four minus minus two is six minus four minus minus two is minus two and zero minus zero is zero a square 36 plus b square four plus c square square root that is what is called the magnitude of a vector provided the vector is ai plus bj plus ck okay so got it everyone whoever was in confusion got it very good very good very good very good thank you very much let's see the readable and whoa shrijan welcome dear welcome welcome welcome james charles took the shortest interval of time over here very good james charles writing in capitals huh so i guess some dear friend of us only forgot to write their name we can ignore it no problem participating good healthy person right one two and here we go with the next one good good good good good good again relax good now we don't know the relax relax i was aware about this song relax this is to be calculated as magnitude please calculate the magnitude and tell me what it is coming please calculate the magnitude and tell me what is it coming yep magnitude again coefficient of i square plus coefficient of j square the anyway coefficient of k is zero very good nishant very good you remember okay i reminded you sorry vachay namrata if if i have forgot like i really kept things in mind because i haven't kept many questions of vectors very few okay and from the very first day learning what we generally deliver in the class okay but yes i'm sorry i'm sorry i'm sorry somewhere i missed my dear iana batch so i'm really really sorry i'm really feeling guilty about it gandhar beta for that uh if you remember i had shared a good video right over the moxra if you might have witnessed it yep thank you pranav good good good now i was asking one thing over the chart which i was expecting you had to calculate the magnitude magnitude of the vector what is the magnitude of this vector so your answer will be square of the coefficient of i one by two square of coefficient of j one by two add them in a square root you will get one a vector whose magnitude is one is called as a unit vector magnitude zero is called as a null vector vector of a magnitude root two if this would have been a vector of magnitude root two please scalar if this wouldn't be here these things wouldn't be here then it should be considered as a scalar got it no problem so nana beta but yes uh sorry sorry sorry i'm really really guilty about it i'm really guilty about it okay what is the learning out of the last two question guys the learning is if there is a vector of the form a i plus b j plus c k okay where a b and c are numbers then the magnitude of vector a will be given by square root of a square plus b square plus c square okay please remember it relax no problem okay thank you very much thank you very much thank you so if there any sums that i you know that iana isn't going to know could you just like explain the thing to us by default i'll come by default even yes bitter because the magnitude was coming as one so the answer will be unit vector unit is one okay so thank you very much and here we will be having a shuffle good good good very good very good very good thank you very much nishant for bringing my moral up thank you very much nishant thanks a lot we are proceeding to the next question relax think about it you can get it if by now you have got the sense of what vectors are you should get this question if not anyway i'll be explaining it pause the time it's over or concluded finger crossed then i have responded so is the angle in radians bitter you will not need the angle but yes 2 pi by 3 stands for 120 degree where pi stands for 180 okay so by stating this line i have almost declared what answer should be bitter we use this word direction sense in the beginning chapter i'll show you the real question there it was written direction i erased it and stated sense because somewhere i heard it as sense you might hate me for this okay so again here two vectors will cancel each other if they are equal in magnitude and opposite in direction okay so you should have given the hint a little earlier oh no i wanted to but somewhere i got engaged in your chats and all somewhere got it someone in chat but that the answer is okay relax they might have got misguided by what i said right angle will not be required it just states that you will not need the help of b a b c should be the answer and look here you have played tug of war right yes or no then you know this no problem no problem or may i proceed guys please before proceed thank you very much thank you very much next question before that a beautiful and well shuffled and readable yeah nishant is the one responding to this very quickly very good nishant very good and here we go with the next one relax unit vector you know what is a unit vector you know how to calculate the magnitude now you will have to equate it just helping you out you know what is the unit vector okay you know how to calculate the magnitude of a vector you will have to apply the relativity between them and get the correct answer very well tanya what happened bache so even i'm still confused can you explain it again after the question i'll shortly let's discuss in between only meanwhile we'll be helping our other friends as well if you can see on the board whether there's a vector given yes or no right fine now this vector is required to be unit vector okay you don't have to unmute if you want you can keep if you don't want you can put it yourself over mute okay so fine now it has to be a unit vector that means the total magnitude of this vector should be one y or n exactly right now how will you calculate the total magnitude you will square 0.4 you will get 0.16 you will square 0.8 you will get 0.64 you will square c you will get c square in order to make it a unit one c square should be equal to 20 yep beautiful 21 people only responding it correct so the designer of the question succeeded see guys a b and c are available you know the magnitude will be calculated as square root of a square b square and c square you don't know what is c okay so this should be equal to one in order to make this a unit vector okay so squaring on both the side you will get c square is equal to one minus 0.80 so c is equal to square root one minus 0.80 is 0.20 okay relax okay good good good good good good relax relax good one and here we go toward the leaderboard good good good good good good okay yeah please relax no problem see there's a vector which a a b and c a i plus b j plus c k okay this is required to be a unit vector what is a unit vector we learned in the prior questions a vector with magnitude one okay so the magnitude of this vector should be one how will we calculate the magnitude of a given vector we should calculate the magnitude of a bigger given vector by a square plus b square plus c square okay this is a linear equation in one variable for now okay and attempting it we got c should be equal to square root two zero which is square root zero point two okay square root zero point two zero sorry okay got it so thank you very much no problem dear so i will better now i have triggered up the next question okay i'll go back and we'll surely do that no problem now this has been covered everywhere i have had discussion with Rohit and our okay so so equations of motion are have been covered they have been covered everywhere you will have to apply equations of motion relax if you don't get it we will be anyway solving these questions learning out of them okay now the beauty is like most of you are actually solving the question now the beauty so i understood that i was really making a mistake while selecting the questions for vectors because at the time of having vectors on screen you guys were not able to concentrate good very good very good very good it's really good when you concentrate on questions very good very good very good very good think about the third equation of motion think about the third equation of motion beautiful beautiful still we have the highest bar of the correct responders very good very good very good relax come here now a bullet moving with a velocity of 200 centimeter penetrates a wooden block and comes to rest okay what is being related related is s and v in which equation you have the relation of s and final velocity quickly select the equation one two or three third beta in second equation you have s and u in first equation you don't have s right third equation very good so you will write okay in case one it is coming to rest implies that v square is equal to u square okay so plus two a is not known s is known as four centimeters as both are centimeters there is no requirement to interchange or bring the units into s i system okay so good good good good good fine okay good now in what velocity is needed for traveling a distance of nine okay final velocity k square is equals to initial velocity we don't know okay plus two in the same block means the resistance provided by the block is going to be the same and the distance required to be traveled is nine okay fine clear if you will check this you have minus two a four equal to 200 square minus two a nine equal to u square can you please solve out this equation everyone right very good got the answer got the answer g i got it g i a is not at all required region very good when you calculated a but a is not required so we'll eliminate it a right very good very good very good very good very good very good very good okay someone asked me about the previous question as well guys here who was that can you unmute and here or over the chart as well no problem okay so my dear friend this is a vector with its individual coefficients as coefficient of i is 0.4 coefficient of j is 0.8 and coefficient of k c this vector is required to be a unit vector a vector which has to be a unit vector should have its magnitude equal to one so we will calculate its its magnitude and put it equal to one how we calculate the magnitude of a vector we calculate the magnitude of a vector by squaring and adding its individual coefficients by solving this linear equation one variable you will get c is equal to square root 0.2 i hope it helped okay dear friend thank you very much next and before that let's look if the leaderboard is going good shijan gosh is still leading the show very good shijan very good very good very good and even responding to this the fastest a beautiful lead of 400 points from the very next competitor very good very good very good relax and solve relax read and solve please put your microphone over mute dear friend yep read the word precisely you will get the answer reading the question carefully is giving you an easy answer what is being asked average velocity so you will have to look for distance traveled or displacement right this i kept in center so that i can have a good shuffle in between so why do you tell it when the question is still going on better it was midway enough relax then you could have told us earlier no then i know that because who have responded i have to counteract against them right okay i'll stop it i'll not i'll not do in between okay see beauty but it was displacement look into the question a car on a straight road in two hours and then return back that means very good very good guys okay relax please read it think about it there these are certain things which are very well deliberately delivered when we are discussing the class right good very good thank you very much guys moving on to the next one and before that the leader board oh sujan nishant reshap very good reshap taking a leap current very good very good jagrav aroshi anuya are maintaining a tight competition among themselves very good very healthy and here we go toward the next question very good very good better that you can see on your screen if you are not able to see no problem there are 15 questions okay again be careful please be careful please be careful what is this conversation what do you mean by b o t sir a robot okay so like so like is it possible with the at least like i have heard this story from you i don't want to participate in this conversation please guys close it for life now please close it for life please close this story for life very good someone took a lot of time and took is sure about the answer so was that helpful dear taking a lot of time but yeah what happened where have you made the mistake let me do the clarification here okay no problem i'll let's not because we are running by now good with time okay we are running really good with time so let's not go in vain okay keep it centaur let's not make it centaur 1.2 hour 1.3 hour and all sir how many questions five more beta 15 questions i have kept by the total distance covered is sir can you explain the question the total time taken will be speed is equal to distance upon time so time is equal to distance upon speed so it is five seconds but what is ours is average velocity oops average velocity is equal to why it's happening like this why am i not able to write properly sorry average velocity is equal to total displacement upon total displacement is just 25 upon total time five meter per second gi got it i misclicked twice karun no problem dear no problem no problem relax please read the questions that will be helping you out very good very good you guys are learning that's pretty satisfactory on that line but yes no problem let's see the shrijan thola sir took time this time but anyway he was having a good lead so might not be influencing the top positions but yes very good jagra jumping a bit big leap ragha responding to this particular question the fastest very good very good very good and here we go to the next question again patiently solve read it calculate and solve please please i'd be happy if for 30 seconds no one will respond people are responding i don't know how no problem aditya i hope you know the answer i'm calculating it okay keep it with you to tally it with the last conclusion sir you put v for speed i'm having paranoia now like why was there no that's why in order to remove the confusion i kept it as capital so that like people will look for it is kind of confusing huh bitter that is why that's why i said that i will be really happy if i'll not see 30 second because this is so confusing that if you will go halfway and then come back right it happened right yes don't guess jagra at least like in physics and all don't guess relax solve if you want to guess like okay i said you know that you guess is also it gives you a negative kind of motivation when you guess and get it correct you know so i am not a very guttual person right moving to the question actual question 24 people making it correct is beautiful having a parallel column for mistake was also okay to look at because that's a common thing to make mistake in okay so at least the procedure was clear so what you guys do calculate total distance covered upon total time taken y or n because it's about the speed yep for very obvious reasons total distance covered is in three equal parts so is s right but the time taken with different velocities will be different so time one time is equal to distance upon speed so distance upon speed for part one distance upon speed for part two distance upon speed for part three gi got it or d for doubt welcome very good very good very good very good very good very good so take it common cancel it right or not three will also go in the numerator so and v will also go in the numerator no doubt say n d d for doubt to tanya tanya beta unmute and talk to me give a step uh this one this this this part these three times yeah okay see there uh this is the velocity for first one by third distance okay yes for the three equal distances bache the velocities were different yes or no yes that means in these three parts the time consumed might be different only right or not yes that means in order to know the total consumed time we'll have to individually calculate them and add them right yes how we individually calculate the speed time and distance for a non accelerated case speed is equals to distance upon time yes or no so yeah i don't know time is equals to distance actually upon speed in this case distance is being indicated by s so first distance and its velocity second distance and its velocity third distance and its velocity got it bache oh okay got it yeah very good now mathematically we have taken s common cancel the numerator denominator three v from the denominator is common and been sent up we have one by v okay sure so one one by one by three if you will calculate you will get the answer denominator is six yes or no sure plus three plus two okay numerator is three into two which came from the denominator and already there was a three so it is 18 v by 11 charlie gi what is this y e et and all now just just yes yes relax you guys remember this y or n this is the case when just if i'll ask a name prathik r and r 9 can you beta unmute yes dear this formula is used in which case when there are two speeds given two speeds given for what for two equal distances right or not yes yeah so general formula is total displacement upon total time or total essence of open total time but it can in general be given as a distance a journey covered in two equal distances or two equal time intervals right or not if it is two equal time interval it's directly mean of the two speeds yes or no if it is two equal distances then it is two v1 v2 upon v1 plus v2 right yes now this case was of three equal distances okay just giving you an idea your formula is three v1 v2 v3 upon v1 v2 plus v2 v3 plus v3 v1 gi yeah dear we we'll cover it don't worry sorry can you make for four suppose four such things are given then four v1 v2 v3 v4 upon v1 v2 v3 234 341 412 got it yep quickly very good very good very good here we go with the next question and before that a quick glance at the leaderboard whoo whoo jagrav is competing well with our dear friend shijan still maintaining a good place jagrav very congratulations to respond fastest very good very good very good and here we go with the next question quickly read it you will be able to do it very quickly read it you will be able to do it very quickly reading is the only time consuming exercise in this cushion easy got it sir is there a trap or something uh depend on what you have answered yes there is a trap i have kept a trap which might confuse you a little yeah the reading is the only time consuming thing over here throw very good you like you spent time in reading it it's the respect of the cushion what is this bachey pranav if you can like decode it for me is it a message hidden message for me copy paste of what like you can't copy the questions from the screen don't tell me that some of you are attempting it to google and all that you hardly related and at least my shuffle of options so you are not going to get it if you want you can attempt it as well but congratulations but here displacement displacement was the hint two statement about the same thingy one has to be wrong yes or no so now if you'll read it a particle is constrained to move on a straight line path returns to the starting point so displacement is zero this is correct implies that that will be wrong see yes or no throw everyone gee i got it no explanation required okay very good got it very good very very good need a boat quick glance just two questions guys uh yes before nine five we'll conclude next time we'll also start sharp at 800 right or not i'll send you the code of minty in the lingon right better very good very good suggestion raghav is the fastest one to respond it's beautiful to look at it very good very good very good and here you go with the next question 104461 is the code by now uh yes no i am talking about the next meeting the correct statement from the following is again quickly misclicked again look here by a body having zero velocity will not necessarily have zero acceleration why because it might be starting no at the time of starting the acceleration is there the velocity is zero a gi or not right all other things are bluntly wrong right any d for anyone having doubt b but a body having zero velocity will necessarily have zero this word necessarily is wrong because that contradicts with our first statement sir but uh it it has to have zero acceleration right no but it is see you look at it it is at zero velocity and it is starting so it will be having starting acceleration which so in the very next instant of time it will gain some speed with the help of the acceleration given right yes but it very good next question and before that a beautiful leader board good good jagra was the fastest one to respond to it beautiful and here we go with the only lengthy question of the scenario you will have to invest time relax read and see i have given you time for this please it will need time think about it tanya surrendered relax read it you will get it tanya relax bacha please don't lose it metia no how come very good but it's easy but lengthy you will have to think about it the calculation part will end on you very good you even verified it it's very good very good very good no not at all but guys say you surrender when you attempt you have not quit the question you've surrendered here relax as of now the like it's not working i should have kept this question as one of the first very few questions so that you guys can regain the confidence back and come in pace but yes i thought he let's talk about vectors where i went wrong today i was i really miss that i i haven't completed it with my dear i and our friends i'm sorry sorry guys i'm really sorry better because it will need actually it will need time shijan have you responded post 161 seconds okay dear anyway bacha aditya surely i'm i'm like repeatedly i want to apologize for it like yeah shijan but anyway you invested time i have provided you time for that i don't want you guys to see it which is the wrong right one okay okay so relax relax relax a particle travels relax i have i i i know it very good very good very good very good very good congratulations good good good good good good good good a particle travels 10 meter in first five seconds right or not time and displacement will be related in question like equation number two so s is equal to we don't talk about its initial velocity u t plus half a is not known and t square am i clear till here see for clear d for doubt now 10 meter in next three seconds so in this total span of eight second this body has covered 20 meters y or n ashish no problem we will re-discuss about this again i have discussed about how to select the one of the three equations but we'll re-discuss about it personally also welcome so 20 is equal to again so u t plus half a t square y or n y or n y or n you who so in that case can you please calculate for me the values of a and u right now no boom i got like i have embarrassed myself like for not thinking about i r r n r like i n r champions like i'm not feeling very good about it like i'm not feeling anyway positive about it so that's why no boom sound today now yeah quickly what is you and what is a you know these things right you want me to solve no so it will be 20 in the like first equation okay is equal to five u plus 25 a and second equation 40 is equal to 16 u plus 64 a y or n x x sunaina sunaina sunaina dear what happened you can unmute and ask what you explain that 40 part 40 but i see this two no by taking lcm this two went over here oh okay yeah okay no problem now we can go for any method elimination substitution and all right so we'll go for elimination i'll multiply numerator okay yeah fine have i done a mistake no one just uh asked me 10 all right there's two right two five ten sir shouldn't it be eight u like in the second equation two eights are 16 right and 20 what is the problem there was a problem in the first equation where you did not interfere there's no problem in the second equation and you're interfering got it yep good good good good good good good good good good good good good so now 16 and 10 clear i'll multiply the whole first equation by eight i'll multiply the whole second equation by five okay sure clear that is why i had given you those many seconds for this question oh sorry shrijan i i missed your suggestions over the chat so the first equation becomes eight twos are 16 80 u plus 200 a second equation is 200 is equal to 80 u plus yes or no clear 320 a if you subtract 80 u 80 u gets cancelled you have 120 a is equal to quickly 140 right only 40 or 140 sir i got it relax relax relax uh sir i have a doubt how do you get the 160 thing better eight getting multiplied on both the side now we cannot multiply one linear equation only at one side by a number okay yep so so eight twos are 160 right or not eight tens 80 eight 25 200 okay similar 5 4 200 5 16 80 5 64 320 okay good good good good good good good so from here you got a is equal to 1 by 3 okay using this value in any of the equations i'll go by this if i have to then 20 is equal to 10 u plus 25 by 3 you will get the value of u yep 60 minus 25 20 minus 25 by 3 is equals to 10 u gives you 60 minus 25 that is 35 by 3 is equal to 10 u from here you got u equal to 5 twos 7 by 6 y or n y or n y or n units the survey is here okay i haven't seen the participants list good come you got you and a okay okay congratulations you got you and a y or n everyone yep good fine with the help of you and a you have to calculate the total displacement covered in 5 3 and 2 10 seconds okay s is equal to u t plus half a t square okay so here you will get the value of s okay that you have to subtract from the total displacement already done so what are you getting as s quickly please so 170 170 by 3 twos are and 6 yes or no minus 20 already so you get this answer as 50 by 6 which is 68 is a 48.34 okay okay okay sure good good good good good yeah i was aware about the scenario that's why calculating it i was thinking that i'll be saving a lot of time in the initial question so this will consume out a good duration of time sorry for wrong estimation okay clear so here is your answer 16 okay okay come one two and next let's see who wow wow wow wow wow wow very good i guess jagrav is leading the show now no shrijan is very good karan also got a good up yeah karan you missed two three questions in between very good and here we are moving toward the last question think about and respond you will have to think about and respond to no calculation required question i've already given my mother signal ki mama i want to have some food i hope you might also be getting that hurry up sorry for estimating for a closure at 9 and concluding at 9 17 plus 118 at least or 20 actually 19 919 i will be concluding kind of that time but thank you very much for patiently listening to me again i am apologizing for the iana stuff which happened at the beginning sorry dear iana champions it's really really sorry okay uh by next uh we will be coming up but no it's still one type of questions from motion are done like are not done we have to discuss about the graphs okay first we'll do graphs first we'll do graphs and then we'll come to vectors okay so that doing the graphs will give us a good and bandwidth of okay so can you show the leader what yes we will i can see i can this why like i can identify the voice and shrijan jagraf karan aroshi having a tight competition wow shrijan responding to this fastest well played champ good good good good good good very good very good jagra very good karan very good aroshi very good to all the odd 60 people who participated well in patient sorry for the mistake i did for ian r people and thank you very much for patiently listening to me quick respond learning 125 learning outcome 125 quickly one being the smallest five being the highest learning outcome 125 quickly learning outcome 125 learning outcome 125 quickly 125 thank you very much thank you very much good good good good critically pronounced for good thank you very much thank you so thank you thank you thank you thank you sir thank you bye bye bye bye bye thank you sir thank you dear thank you bye bye good night good night good night enjoy the sunday keep your eyes relaxed stay away from the screen you have spent a good screen time this week please stay away from the screen yeah so bye bye bye bye thank you very much good night thank you thank you thank you bye bye bye bye bye biryani waiting for for me or shrijan like vegetarian there's nothing existing like veg biryani right


I'm Mark van Tijn. In this episode we're going to look back on the first 10 episodes and see what patterns have emerged. If you haven't had the time to watch all the previous episodes but still want to know what the major trends are within service design, this episode is just for you. Since the start in April we've had many inspiring and experienced minds on the show. People like Mark Stickdorn, Andy Poinlayne and Dave Gray. We've talked about a range of topics like customer performance and liminal thinking. But some topics just kept coming back throughout all the different episodes. Topics that give us an insight in the trends that are currently shaping the service design field. Trends that we should all be aware of and understand what questions we should be asking about them. The four major trends that we'll be talking about in this episode are the internalization of service design, the rise of service prototyping, the increased focus on measuring value and impact, and finally the transformation of organizational culture. So let's take a closer look at these trends one by one. The first trend is called internalizing service design. Who are building capacity? Service design provides a way to deliver a great customer experience. And delivering a great customer experience is something that more and more companies consider vital to their business. It's a way to gain a competitive advantage. You want to keep the things close that are vital to your business. So the number of companies that are building internal service design capabilities is growing rapidly. By internalizing service design capabilities, companies can benefit from the lessons they learned throughout multiple projects. The gain knowledge stays within the organization and can be reused. So new projects deliver better results faster. This also means a change for service design agencies. They have to acquire different skills in order to support their clients who want to build service design capabilities from within. Throughout the episodes, we've seen that there is still a debate on the ideal way to fit service design within the structure of an organization. Creating a new silo by setting up a service design department probably isn't the best way to go. The second trend is called the rise of service prototyping. And I think there's a huge potential for prototyping services, prototyping customer experiences, etc. And I think there's a lot to be learned there and a lot to be developed in terms of tooling and methodologies. A lot to be explored in terms of what is the effect of it. Prototyping is a key phase within the design process. Testing ideas fast, cheap and often is a great way to prevent expensive mistakes later on in the process. The idea of prototyping services has been around since the very first day of service design. But if you look at the number of tools and methods that are out there, you'll notice that the majority focuses on research and concepting. We know a little about service prototyping. Recently though, it seems that the body of knowledge around service prototyping is growing. We learn about projects that test services in just a few days. And we learn about companies that go from cardboard models to full-scale service prototypes in a systematic and structured approach. Could it be that more service design projects reach the stage in which the opportunity arises to prototype services or are service design studios just getting better at selling the value of prototyping? One thing is for sure. Companies that are able to turn service concepts into real-world experiments will be able to move faster. They will know quicker what makes an impact on their customers and what doesn't. And this brings us to the third trend. The third trend is an increased focus on measuring value and impact. The discussion we are already having in this one is called linking improvement to value. Is there a question starter that goes along with this one? I think this one is there. How can we link service design and customer experience improvement to value? So I know we've touched on it before. Service design is often celebrated for the fact that it helps companies to understand what people find desirable. But service design matures and spreads throughout organizations. The investments get higher and so does the demand for service design to be held accountable. More questions are being raised about the value it actually creates. And that's a really good thing. If we want to be taken seriously by the rest of the world, like Lauren Currie said in her episode, we need to get better at linking what we do at the forefront of innovation to the impact it makes on people's lives and the value it creates for business. A portfolio of tools and methods within service design that help to address the business side of projects is growing. The business model comfalls and the culture map are great examples of that. But the service design community definitely needs to put more effort into this. And there are some real challenges to overcome here. Like the fact that the value of the work that is done at the forefront can sometimes be only seen months or maybe even years later after our service design project has finished. Another thing is that service design projects deliver short-term results like an improved customer experience, but often also contribute to long-term objectives like becoming a more customer-centric company. So how do we take these results into account and attribute them to these service design projects, claiming the value that we've created? The fourth and final trend is the transformation of organizational culture. So service design is part of culture. It's actually behavior, which is why I really, truly believe that when you're in service design, actually what you're doing is you are changing behavior. You are in change management, but in a very different way. And Ypoleon said in his episode, service design is end-to-end. It touches every aspect of a company. So to be able to design and deliver great customer experiences consistently on a large scale, running a service design project or even setting up a service design apartment is just not enough. It often also requires a shift in the organizational culture. As Dave Gray pointed out in his episode, it's hard to change culture if you don't understand the current enablers and blockers that facilitate a certain behavior, habits and norms. That's where you need to start. And don't try to change everything at once. It's doomed to fail. Moving towards a customer-centric culture is just hard work. You'll need to deal with the antibodies within an organization that reject change. Starting small, having a bigger vision and support from the very high top seem to be the vital ingredients for success. This trend is closely related to the very first one we've talked about. The internalization of service design capabilities. As service design capabilities grow, they need a supporting culture in order to be utilized to the full potential. So, as Arne van Hosterholm said, don't start a project, start a movement. So that's it. These are the four major trends that are shaping service design at this moment based on what we've learned from the first 10 episodes. What are you considered the most important trend at this moment? Share your thoughts in the comments. What's up with this? You mean this? The rubber chicken, yeah. You can catch a new episode of the service design show every two weeks. So if you enjoyed this episode and like to see more, be sure to subscribe to the channel and check out some of the past episodes. Thanks for watching and see you in the next episode.


Hello to everybody who's already here. We're waiting just a few minutes for a late, well, on time joiners. We've got three more minutes until 10 o'clock when the session officially starts. Good morning. Morning, everyone starting just well, 25 seconds according to my watch. Let people get in sometimes it can take a little bit of time because we've got the waiting room enabled. It's gone 10 o'clock. Thank you everyone for joining. My name is Dr. Jules Kazmaier and I will be leading the session today with my colleague Nigel. We both have in the past led sessions on developing research questions or beginning the research cycle. And we have found it is not uncommon that people get to a certain part in their research career and realize maybe they don't exactly know what a research question is. And they feel a bit stuck. So we're hopefully going to help people with that sort of disentangle some of the issues and some practical advice on how to write good research questions. Today, we will be using Mentimeter. So you can use the Zoom chat, but that's sort of for technical questions for our facilitators, things like where is the Zoom? You know, will the slides be available? Where is the Mentimeter link? That kind of thing. You can ask those kinds of questions in the Zoom chat. All the other questions, so content questions, feel free to ask in the Q&A function through Mentimeter and all other interactions will be in Mentimeter, such as polls and short answers and things like that. So let's go ahead and demonstrate Mentimeter now for anyone who hasn't already done it. And the first poll is simply can you hear us? So you will go to menti.com and enter the code at the top of the screen. That's three, two, six, nine, three, seven, six, one. Looks like so far one person can hear us, which I'm counting as a success. Let a few more people join. Sometimes it can take a little bit of time to join. You're welcome to do the Menti interactions on a mobile phone or a tablet or a second computer if you want to keep this screen that you're that you're viewing this session on is completely separate. Alternately, you can switch back and forth between applications on one screen. You don't necessarily need a second screen. Okay, we have 35 participants and so far 10 people have contributed to the poll. Fortunately, all of those people can hear us. So I'll give this just another 30, 40 seconds to let people get in and enter the Menti code and start interacting with it because this hopefully shows that your interactions appear in real time, more or less on the screen, and also that they are anonymous. So you don't need to worry about anyone knowing who has said what. This, of course, is not very important in a poll like can you hear us, but it is more important potentially later when we talk about research fields or research methods or experiences or worries or things like that about research questions. Okay, I'm going to assume that because the numbers for this poll are still climbing, people are still joining. That's fine. I'm going to move on. You can still join the menti menti.com and participate. So let's move forward for anyone, although no one voted no on that poll, anyone who does have some audio problems who couldn't hear us, there are a few basic things. The important thing to know is that we are recording this webinar and we will post it on YouTube. And in fact, we are live streaming this webinar. It is appearing now on YouTube. The disadvantage to watching it on YouTube instead of here is that you won't be able to participate in any interactions that we have live. We're not monitoring the YouTube channel. So moving forward to our table of contents. First, we're going to introduce ourselves, talk about some research, talk about some types of questions, develop some examples of research questions. We are not doing a breakout because we have too many people attending this session today. We had yeah, it was a bit oversubscribed and we thought breakouts wouldn't work in such a large group. So instead, we'll demonstrate several more examples and then we'll give extra time for the Q&A at the end. So moving into introducing ourselves, I'll start with Nigel. Okay, so I suppose as a researcher, my focus is on areas of substantive interest, particularly on housing, race and migration. I'm thinking about how I've arrived at that. I'm quite a late comma to the academy. I started studying again in 2012. So I suggest the starting point is to think about what's the focus of your research, who your research subjects are, and the kind of theoretical and policy frameworks that might be applicable. So for some of us, the theoretical framework is applicable. For me, the policy framework because it's about housing is quite a strong component. And then I will go on to talk about the research cycle and the kind of I suppose I'm going to problematise it a bit by saying how messy it is, but I'm going to broadly talk about that and how that relates to research question. So over to Jules. Thank you very much. Let's move to my slides. Hi, I'm Jules. I want to tell you a little bit about my background. I started in linguistics, and then I moved to philosophy, psychology and language, and then to complex adaptive systems. And now I'm a computational social science researcher with the UK data service. And you think computational social science? Never heard of it, mate. I understand. It is using new computational methods or computationally intensive methods to address new social science research questions, questions that can't be addressed at all without computational means, or old, you know, classic social science research questions, but addressing them in new ways that were not previously available. And a little bit more about my approach to the research cycle is I have an eight step sort of it's an iterative looping kind of cycle, but more or less that you march through the steps, sometimes going back and then forward again. The first three in which you identify the problem, explore the problem and formalize the concepts, I think are the most relevant to developing the research questions. And if you are interested in knowing more about my eight step research cycle, you can sign up for my becoming a computational social scientist workshop. These happen twice a year in the UK data service. You can find, you know, and maybe Jill can share the link to the next one in the chat, the Zoom chat. So thank you very much for sitting patiently through our introductions. And now on to the next interaction. We want to know what topics you are working on. So again, this is done through mentee. And just a couple of words, this will appear as a word cloud. Tell us maybe housing or autism or urban regeneration. Very cool. I did a project on that. Aging, also cool. Gender, mental health, children, crowdfunding. Oh, we got some great, great options here, some good stuff. Maths, anxiety, pensions, genetics. Wow, this is filling up fast. Guys are amazing. Fantastic. Intercultural education, design, nurses, health and well-being, migrants, waste plastic. Fantastic. Well, we've got clearly very diverse topics that we're all working on. So hopefully, with all of the different examples that we're going to show you about research questions and all of the different features of research questions, you will find things that apply to your particular topic, because it can be a little bit hard to understand how abstract discussions about research questions might apply to your particular field of interest. But hopefully, we'll find something that helps you out. And also there's plenty of time at the end for Q&A. So next, I am going to pass it back to Nigel, who has some explanation of the research cycle and how messy it is. So just thinking about the research cycle, I suppose I'm fairly much a traditionalist and that comes probably from teaching on the graduates for a few years. So I would always advocate understanding what we know already. And that might be looking at academic literature. It might also be looking at policy literature and policy papers. And from there, beginning to think about what we want to know. And then thinking about the practicality of how to get to that. So what data and methods will we use to find that out? And that may take us back into an iteration because of what isn't available or what is available. We might either expand our questions because there's more data than we think that we could get hold of or reduce the scope because there's less. As we begin to look at that data and I'm pulled together some analysis, we might identify new topics. So for example, I did my PhD on housing focusing on the private rental sector. And I didn't include race as a characteristic. There's lots of evidence to say it's quite important. So it emerged. So my research questions then developed and saying what are the characteristics of people who are living in the private rental sector and describing those and age and race became quite significant factors in that. As we begin to produce outputs, similarly, we might find there's a hole in what we're saying and we need to return and go back. And I think one of the important things to say to most of you at least is you're doing this in a relationship already an existing relationship. If you're studying with a supervisor and they're at the center of these discussions, I mean, we're giving you a brief input which hopefully informs you and how you take on those discussions. But the key person, the key people are you and your supervisor and how you manage that relationship and how you work your way through this research cycle. I think it's probably fair to say that most people doing research never really get to the end of what they want to achieve. Our ambition is always a bit higher than what we achieve. So there is a kind of pragmatic element to this research cycle about where we draw a line and say, right, we've got enough. That's enough for me to get the bit of paper I want or to produce the report I want or to get paid for this piece of research I've done. Okay, next one. So I'm just going to go through some practical examples. So there's a research centre called the Centre on the Dynamics of Ethnicity and they made a proposal and got funding to carry out a survey on evidence on ethnic inequalities and produced a free ebook which you can access if you just search for evens. We also hold the data set, but it asks these three big questions. So what would a racially just society look like? How close is Britain to being a racially just society and has the Covid-19 pandemic taken Britain further away from racial justice and ethnic inequality? Ethnic equality. And that's a kind of quite broad topic area, set of topic areas within the analysis. They went into different aspects of living, so health, well-being, mental health, housing, education, et cetera, et cetera, employment skills. To take that into a kind of policy context, this is a statement by Manchester City Council and it's really about saying because we know more now because of the census data, we want to understand better what's going on in our communities. And there's still time in the community cohesion, which is another debate altogether. But in effect, they pull together all of the evidence they have. So the demographic evidence they can get from the census to understand their population and then the things they learn through the different types of engagements they go on. So if you were going to say this, this is quite an open set of questions to start with saying, well, what is our population like? What things are they facing? But then it moves from there into actions and commissioning services and policies that link to addressing kind of what they find in terms of fundamental inequalities within their citizens. So we'll go on to another one. So this is a piece of work I did with Sue Luke's from London and Lisa, who's now at St. Andrew's. And what we were looking at was housing disadvantage faced by migrants and ethnic minorities. I suppose the kind of rationale here was that housing studies is not great at looking at issues facing people because of migration and race. And migration and race are quite messy concepts in that, you know, my mother was a migrant for a while. I don't know what if she came to a point in their life where she wasn't a migrant anymore. So therefore I'm the child of a migrant and I'm from an ethnic minority. But in the way I'm treated in certain settings, those definitions don't mean anything. I might be treated as a migrant by people because of the way I look. I might be treated as an ethnic minority because of the way I look. So we kind of, there was a problem in there that we wanted to articulate the need for further focus and particularly a focus around this kind of messy interface between migration and race. We also looked at the legal policy and market forces that shape those, how they developed over time and how they were manifested both nationally and locally. So in this example, there's not a specific research question, but I think I've framed the questions we were looking at. The rationale for us doing it was we thought this area was under research and the kind of questions we wanted to look at what, how has this come about through the legal policy and market forces, how that's changed over time and how that operates differently at different scales. So if you think of housing, it is basically a local policy function. So it operates quite differently in different places and how people respond to them locally. There's a great workshop. I think the most interesting person for me there was probably the Bishop of Manchester, who is a strong advocate of social housing. And he basically just talked about his mailbox and what mail he got, which highlighted the issues that kind of framed a lot of what we, we learned from that element of it. So we looked at historical policy. We did some statistical analysis of census microdata and facilitated that workshop with academics, key kind of stakeholders in the housing field and voluntary sector organisations. So people like Joseph Rowntree were there, et cetera. So if we move on, I'm just going to show you an output from that, which was around the policy, legal challenges. So what this was trying to show was how things have changed over time. So in the middle of the graph is net migration. And it's got immigration and emigration. And so that frames that timescale, which was from 1964 to about 2016. We then looked at the kind of legal changes that had happened over that time in terms of immigration. So the way that immigration controls have kind of operated. So the first kind of example we came across is the 1905 Aliens Act, which was excluding Jews and then transferred to enemy aliens as well. That was repealed in 1919. And we begin to see them acts associated, I suppose, with elements of racism about feeling the country has been swamped. So from a period in which external borders were created to the current period in which we have internal borders. And for those of us in universities, we can see the internal border operating. So in my building, I walk in and there's a sign saying, these are controlled over here. So our internal border operates in my building. It has been in other universities I've worked in as well. I kind of struggle with it. We have our different points of view. The second thing that came along that we looked at was citizenship. So and this is a period where people like my mother were citizens of the British Empire. They were born into a British colony and inherited that status. When she came to Britain, she got naturalized. So she then became British. But us as and us as children of those generations of migrants inherited British citizenship by being born in that period. But from 1984 onwards, those rights are not automatic. And we've seen more recently how those rights can be taken away from people who are born in Britain. In the case of the Bengali girl who went to Syria. And then the final part of the legal framework was the way that housing has changed. And particularly the way we've moved from a process where housing and legislation really focused on housing as a right, moving to a focus where it became much more about the market and the asset of housing. So in particular, the 1988 act, I think, took away security of tenure and rent regulation. So we're now in this scenario where, excuse me, where many of you are possibly renting and facing significant challenges in sustaining your livelihoods in the face of the way that rents are behaving. And then the final bit of that is to put in some things around different acts and different events about which groups came in, which organizations were working. So the 1976 Commission for Race Equality, which framed a lot of the way that housing was shaped and housing became part of the remit of that through to the Equality and Human Rights Act and then patterns of migration. So that's that's a kind of piece of work that we did. And yeah, go on, move on. Another piece of work I did was looking at thinking about policy. So I've worked for quite a long time with an organization called the Race Equality Foundation in London on housing stock, and they work with the Housing Learning Improvement Network. And what they wanted to do was to see what how aging is going to affect different ethnic minority groups. So the first thing I did was to kind of think about the demographic profile using census data to see what the growth was because migrant groups tend to be younger when they arrive at the kind of pattern of migration is around the kind of late teens through to early thirties. So you have a much younger population when you have a group of new migrants coming in. So that was particularly true of the Commonwealth migration from the Caribbean from Africa and from India in the period of the 50s to the 60s, 40s to 60s. More recently, that's been true of other groups coming into Britain, so patterns of EU migration, etc. So looking at how those will contribute to a growing older population, looking at housing deprivation of those groups by age and thinking about why there are higher levels of housing deprivation experienced by minority groups that that partly is still kind of fairly sustained. To think about care and residential homes and to think about what those demographic changes mean for future demand and then to look at some of the geography of that concentration, which is quite different to the geography of older people more generally. So if you look at older people across Britain, there is a tendency to retire out of cities to move out of cities and older populations tend to live in areas like coastal and rural areas. Whereas for a lot of minority groups, that pattern isn't the same. So, okay, so on to the next slide. This one's me. So I wanted to explain a different kind of research. This is a project that I've been working on in fact that I'm hoping to submit for publication next week, if I can write the conclusions. The research question underpinning this research was what differences can we find in the way human geneticists use person first and identity first language. So an example of person first language is person with autism or child with ASD or something like that. An identity first language would be autistic person or diabetic children or something like that. So we looked at all of the abstracts submitted to the European Conference on Human Genetics between 2001 and 2020-21 that ended up being almost 40,000 abstracts. And we looked specifically in the context of autism because we wanted to narrow the focus down. So not just person first language and identity first language, but person first and identity first language around autism. And we wanted to see how the use changed over time, how the nouns used were different. So whether it was person or child or cohort or something like that. And we wanted to look at abstracts that used both kinds of language within a single abstract. And we did this through text mining and natural language processing methods. So this is a much more computationally intensive method, as is what you might expect from my research focus. And our conclusions were that roughly the same number of examples of person first and identity first language in relative to autism in the articles in the abstracts. And they were more or less as popular as sort of up going up and down more or less over time until 2019, in which they started one started being much more popular. And then the next year reversed and then the year after that reversed again. So they just instead of going together, indicating general popularity of autism as a topic, the language started really changing. And that was interesting. We also found there were fewer different nouns used in person first language. These were almost always people nouns. So boy, child, sibling, family, things like that. Whereas the identity first language used a greater variety of nouns and they were much more science nouns, things like cohort or population or subject. We also found that about 20 percent of the abstracts that had both at least one example of person first or identity first language around autism, 20 percent of those used both patterns, which is interesting, it shows that people probably are using them more or less interchangeably, or that they were using them in some ways like they might use identity first language for the cohort and then person first language for an individual. So this does answer our original research question, but then it motivates other questions like what happened in 2019 when the pattern started changing, or can we drill down into those patterns in the abstracts that use both to see which one is like how they're being used, a bit more of the context. And that might involve a lot more reading rather than computationally intensive approaches. But at least we know which 20 percent of the abstracts to read manually instead of trying to find them out of the original 40,000, which does not sound fun. OK, so we've we've given several different examples here with a couple of different kinds of research method. And we do want to point out that some types of research, namely like empirical or empirical styles of research will have hypotheses and no hypotheses. So, for example, my question about whether identity first or person first language is more common in this in this set of abstracts that, you know, we could answer that with a hypothesis in a null hypothesis. Other things like causative kinds of research or longitudinal research are less likely to have these kind of strict hypotheses approach. They will also have different kinds of methods, potentially different kinds of data. Nigel, did you want to say any more about this? What I'd say is I suppose we're we're presenting we're presenting ideal types and kind of looking at what people are submitted.  And many of you at the beginning of that journey. So I would say I'm a kind of mixed methods researcher that I get paid for being a quantity researcher. Yeah, yeah, it's it's lovely to idealize these kinds of research, but they they often come out much messier and squishier. And I think for many of us being open to the kind of methods to find the data we want is a kind of useful attitude to to adopt. Agreed. So I wouldn't be frightened by the kind of complexity of some of these if they help answer your question. And you find that other people have been doing them. They may well be things that you will want to engage with more. Yeah, I agreed. I find that the research question, the methods to use and the data to use all kind of inform each other. They all have to play nice together. And you might end up changing your question. If you are not able to get the data that you wanted and you get something else instead or you might change your method or both or it all keeps going around. Everything's changing every time you look at it. Try and avoid that if you can. So we've got another interaction for you in this time. It's about methods. We'll have another word cloud.  I don't know. I mean, it's up to you. Talk to us about methods. OK, qualitative, longitudinal, mixed ethnographic observations, diaries. OK. Cognitive interviews, web surveys. All right. We've got comparative case studies. I have to say no one so far is using text binding and natural language processing. I feel deeply hurt. Just kidding. OK, focus groups, semi-structured interviews. Yeah, we've got quite a variety of observations there as well, quite a variety of methods here. And each of these will lend to themselves to creating different kinds of data or to using different kinds of data. And that will relate to the research questions that you can answer or that are a good match for these kind of methods. So you're not going to enter. You're going to struggle to answer certain kinds of, you know, empirical questions with hypotheses and all hypotheses with semi-structured interviews unless the questions are really basic, like, do these people talk about these things, which is not a very interesting research question. OK, got some great variety here. Thanks, everybody. Data scraping. Woohoo. Got a computational method in there. All right. Moving on. We are now going to talk about actually how you develop the research questions. And this is a little bit some focus on features that your good research question should have. And I do want to point out this is a good research question that is the end of the research question process. So you start with a bad research question and you make it good by the end of the process. By checking, for example, is it clear? Does the question use straightforward grammar, language appropriate for the audience? Is it a sensible question? Is it focused in that it matches the time, resources and data to which the researcher has access? And is it concise? Is it expressed in the fewest words needed? Note that's the fewest words needed, not the fewest words possible. So let's go into these in detail. Clarity, for example, you might start with a question like how should social networking sites address the harm they cause? Unfortunately, this question doesn't specify what type of social networking sites or what kind of harm or who is harmed. And it doesn't even necessarily support the existence or the extent of that harm. It's this question as it stands is not very clear. It's too ambiguous. It leaves too much room for interpretation. A better way to to write this question with more clarity would be what actions should Facebook take to prevent vulnerable users from exposure to extremist propaganda? So in this case, we clarify who is is likely to be harmed, what kind of harm it is and who we're talking about. So Facebook, in this case, what kind of social networking site? And the answer to this question would be a list of actions. So it's sort of specifying what the shape of the answer should look like. Next is focused. So you could have a very unfocused question like what effect have anti climate change innovations had? And that is absolutely huge. What you want to do is narrow that down. You want to specify what is to be measured and how. So how will you measure this effect? What are the space and time boundaries to consider? Do we want to look just at the UK? Do we want to look at Europe? Do we want to look at cities specifically? That kind of thing. Also, what is the timeframe? What is the level of observation? Are we looking at anti climate change innovations? You know, what effect have they had within a home, within a city, within a country, within an industry? So a better way to phrase this, you know, something that's much more focused would be what effect have UK government green grants had on heat pump installation since 2008? So the thing here to measure would be how many heat pumps have been installed? And there's a time frame. So 2008, you might compare that to before 2008. And it specifies a country as well. And it also specifies an interaction. So we wouldn't necessarily look at heat pump installations for which no green grant was linked. So that's what focus means. Finally, concise. What measurable difference can be seen in pre and post COVID academic lockdown testing outcomes of human individuals between the ages of 13 and 19 when those individuals are domiciled within the country of Great Britain and Northern Ireland? I made it all the way through on one breath. However, it was a challenge and that should let you know that maybe your question is a bit wordy, it's a bit academic, it's a bit hard to follow. To put this in fewer words without losing any specificity or clarity, what differences can be measured between pre and post COVID student test scores for UK residents 13 to 19? So this is much easier to say in one breath but if you compare them, it means the same thing. So this is just a little warning not to try and sound academic. Often we try and sound academic because we see lots of examples of academic people being quite clever and we maybe are a bit nervous about sounding not as clever but being overly academic in your language makes it harder to understand. So remember, concise is valuable. Which of these do you find the most difficult, shall we say? Which do you struggle with clarity, with focus or with conciseness? I tend to focus pretty well because I always set myself really narrow goals and then I might expand if time allows. Concise I like, I find clarity to be the hardest because I never understand what other people are gonna interpret something as. It seems really obvious to me and other people are like, I have no idea what you're talking about. So for me, clarity. And it looks like we've got a pretty good spread here. Everyone finds different things challenging and certainly this might be a skill that you pick up over time. You might get better at something that you used to struggle with. Looks like a pretty good spread here which suggests that we're all talented in different ways. This is why I'm working together with others works out well because we can each lend our different talents. So those three, clarity, focus and conciseness, I find are absolutely essential for a good research question. However, there's also things that are beneficial or useful or laudable in good research questions but maybe not entirely essential.  Should your research question, should address a question or a problem that is not yet fully or sufficiently addressed. This I find is beneficial but not essential because exactly what counts as novelty is quite debatable. You might use a well-established method on a new population and some people might say that's not novel enough and other people say that's plenty novel. It's a bit tricky. Not all research has to be groundbreaking new amazing stuff. There's a lot of value to be gained from consistently doing good work, chipping away little bits at unknowns. Arguable is another one. Your question should not be answerable with a simple yes or no or with a simple repetition of well-known facts. Objective is a good one. You should not rely on good or bad or these kinds of judgment words. Maybe if the topic you're researching is fatalities or something like that, you could get away with arguing that fatalities are always bad and therefore we want to reduce them. But you should probably still in your research question talk about what you're measuring and whether you want to reduce that number or something like that. Not just we wanna reduce the bad things and appropriate. So not only should your question and answer should match your time and resources but it should also match each other. So you don't want to ask a qualitative question and answer it with a bunch of statistical numbers. That doesn't quite match up. That said, if you have a mixed question you need more than one kind of answer and you can certainly give descriptive statistics as part of a qualitative answer but just be aware that you don't wanna ask a question and then give an answer that people can't really relate to the question. So given these desirable but not always essential features, which of these do you consider to be essential for your work or maybe that you think everybody should maybe get involved in this? These are pretty much essential for everyone according to your view on science. Okay, we got a good distribution so far. Somebody's gotta come in for objective. No. All right. So yeah, these will apply more or less to some fields of research or to some research methods more than others. And it's clear that we need to be open-minded about this. Not everyone is going to appreciate novelty or our ability if the work they're addressing is actually filling in tiny little gaps in a generally well-known field but there's a few pockets in which this method has not been applied to a particular population or to a particular question. Okay, so it looks pretty good distribution there, I think. And at this point, I'm going to pass it mostly back to Nigel but I will be chipping in as needed. We're gonna work through a few questions submitted by our attendees today. And I believe some of these attendees are present today which is great. You can feel free to answer some of the questions if something isn't clear, if you wanna clarify. You.


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