In May 1984 the Swedish Council for Scientific Research convened a small group of investigators at the scientific research station at Abisko, Sweden, for the purpose of examining various conceptual and mathematical views of the evolution of complex systems. The stated theme of the meeting was deliberately kept vague, with only the purpose of discussing alternative mathematically based approaches to the modeling of evolving processes being given as a guideline to the participants. In order to limit the scope to some degree, it was decided to emphasize living rather than nonliving processes and to invite participants from a range of disciplinary specialities spanning the spectrum from pure and applied mathematics to geography and analytic philosophy. The results of the meeting were quite extraordinary; while there was no intent to focus the papers and discussion into predefined channels, an immediate self-organizing effect took place and the deliberations quickly oriented themselves into three main streams: conceptual and formal structures for characterizing sys tem complexity; evolutionary processes in biology and ecology; the emergence of complexity through evolution in natural lan guages. The chapters presented in this volume are not the proceed ings of the meeting. Following the meeting, the organizers felt that the ideas and spirit of the gathering should be preserved in some written form, so the participants were each requested to produce a chapter, explicating the views they presented at Abisko, written specifically for this volume. The results of this exercise form the volume you hold in your hand.

New and classical results in computational complexity, including interactive proofs, PCP, derandomization, and quantum computation. Ideal for graduate students.

This book explains why complex systems research is important in understanding the structure, function and dynamics of complex natural and social phenomena. It illuminates how complex collective behavior emerges from the parts of a system, due to the interaction between the system and its environment. Readers will learn the basic concepts and methods of complex system research. The book is not highly technical mathematically, but teaches and uses the basic mathematical notions of dynamical system theory, making the book useful for students of science majors and graduate courses.

The book presents a consistent and complete ecosystem theory based on thermodynamic concepts. The first chapters are devoted to an interpretation of the first and second law of thermodynamics in ecosystem context. Then Prigogine's use of far from equilibrium thermodynamic is used on ecosystems to explain their reactions to perturbations. The introduction of the concept exergy makes it possible to give a more profound and comprehensive explanation of the ecosystem's reactions and growth-patterns. A tentative fourth law of thermodynamic is formulated and applied to facilitate these explanations. The trophic chain, the global energy and radiation balance and pattern and the reactions of ecological networks are all explained by the use of exergy. Finally, it is discussed how the presented theory can be applied more widely to explain ecological observations and rules, to assess ecosystem health and to develop ecological models.

This book has a rather strange history. It began in spring 1989, thirteen years after our Systems Science Department at SUNY-Binghamton was established, when I was asked by a group of students in our doctoral program to have a meeting with them. The spokesman of the group, Cliff Joslyn, opened our meeting by stating its purpose. I can closely paraphrase what he said: "We called this meeting to discuss with you, as Chairman of the Department, a fundamental problem with our systems science curriculum. In general, we consider it a good curriculum: we learn a lot of concepts, principles, and methodological tools, mathematical, computational, heu ristic, which are fundamental to understanding and dealing with systems. And, yet, we learn virtually nothing about systems science itself. What is systems science? What are its historical roots? What are its aims? Where does it stand and where is it likely to go? These are pressing questions to us. After all, aren't we supposed to carry the systems science flag after we graduate from this program? We feel that a broad introductory course to systems science is urgently needed in the curriculum. Do you agree with this assessment?" The answer was obvious and, yet, not easy to give: "I agree, of course, but I do not see how the situation could be alleviated in the foreseeable future.

"In September 1987, the first workshop on Artificial Life was held at the Los Alamos National Laboratory. Jointly sponsored by the Center for Nonlinear Studies, the Santa Fe Institute, and Apple Computer Inc, the workshop brought together 160 computer scientists, biologists, physicists, anthropologists, and other assorted ""-ists,"" all of whom shared a common interest in the simulation and synthesis of living systems. During five intense days, we saw a wide variety of models of living systems, including mathematical models for the origin of life, self-reproducing automata, computer programs using the mechanisms of Darwinian evolution to produce co-adapted ecosystems, simulations of flocking birds and schooling fish, the growth and development of artificial plants, and much, much more The workshop itself grew out of my frustration with the fragmented nature of the literature on biological modeling and simulation. For years I had prowled around libraries, shifted through computer-search results, and haunted bookstores, trying to get an overview of a field which I sensed existed but which did not seem to have any coherence or unity. Instead, I literally kept stumbling over interesting work almost by accident, often published in obscure journals if published at all."

People are using the future to search for better ways to achieve sustainability, inclusiveness, prosperity, well-being and peace. In addition, the way the future is understood and used is changing in almost all domains, from social science to daily life. This book presents the results of significant research undertaken by UNESCO with a number of partners to detect and define the theory and practice of anticipation around the world today. It uses the concept of 'Futures Literacy' as a tool to define the understanding of anticipatory systems and processes - also known as the Discipline of Anticipation. This innovative title explores: " new topics such as Futures Literacy and the Discipline of Anticipation; " the evidence collected from over 30 Futures Literacy Laboratories and presented in 14 full case studies; " the need and opportunity for significant innovation in human decision-making systems. This book will be of great interest to scholars, researchers, policy-makers and students, as well as activists working on sustainability issues and innovation, future studies and anticipation studies.