This volume I concentrates on practically motivated model problems which serve to illustrate generic algorithmic and composition techniques.

This second edition explains, demonstrates and evaluates 105 tested problem-solving techniques, 35 more than appeared in the first edition. Having more techniques at your disposal enables you to solve a wider range of problems without wasting time looking for the best solutions. In addition, you will find new techniques for classifying problems - to solve them faster - as well as expanded discussion of proven brainstorming and brainwriting methods.

Systems theorists see common principles in the structure and operation of systems of all kinds and sizes. They promote an interdisciplinary science adapted for a universal application with a common language and area of concepts. In order to solve problems, make recommendations and predict the future, they use theories, models and concepts from the vast area of general systems theory. This approach is chosen as a means to overcome the fragmentation of knowledge and the isolation of the specialist but also to find new approaches to problems created by earlier 'solution of problems.'This revised and updated second edition of General Systems Theory — Ideas and Applications includes new systems theories and a new chapter on self-organization and evolution. The book summarizes most of the fields of systems theory and its application systems science in one volume. It provides a quick and readable reference guide for future learning containing both general theories and practical applications without the use of complicated mathematics.

All around us, in this age of consumerism, are expressions of public expectations regarding the quality of medical care. Among the responses of the medical profession to this growing public demand has been a cre scendo of interest in continuing education. Continuing education is not a new concern for the physician. Most major professional organizations were founded to increase the exchange of information among members. But something new is in the wind. Both inside and outside the profes sion, the question is becoming more and more insistent: What does at tendance at meetings or exposure to other types of prepared materials have to do with the quality of care that is provided? Recertification, reexamination, and peer review of outcomes of practice-subjects only recently unmentionable-have become common issues before specialty boards, legislatures, hospital boards, insurance carriers, and even medical societies. As of October of 1979, all 22 of the member boards of the American Board of Medical Specialties had made commitments to the principle of periodic recertification of their members. Most boards have explicitly acknowledged that the cognitive skills measured in the objective examination do not assure clinical competence. An assumption behind information-assessing recertification efforts is that, though mastery of the current knowledge upon which clinical decisions should be made does not guarantee competent practice, the lack of it probably impairs competent practice.