facets systems science de klir george (40 résultats)

Hard Cover. Etat : Very Good. First Edition. 1st edition as Volume 7 in the IFSR SEries on Systems Science and Engineering, large 8vo, 664pp, laminated covers; VG/VG+ Copy, no DJ as issued Size: 8vo - over 7¾" - 9¾" tall.

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Buch. Etat : Neu. Neuware -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, heuristic, 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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 684 pp. Englisch.

Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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, heuristic, 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.

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Hardcover. Etat : new. Hardcover. 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, heuristic, 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. 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. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

hardcover. Etat : Very Good.

Hardcover. Etat : new. Hardcover. 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, heuristic, 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. 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. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Hardcover. Etat : Very Good. No Jacket. Missing dust jacket; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less 1.35.

Etat : New. pp. 684.

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Hardcover. Etat : new. Hardcover. 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, heuristic, 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. 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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hardcover. Etat : Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

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Etat : As New. Unread book in perfect condition.

Etat : As New. Unread book in perfect condition.

Buch. Etat : Neu. Neuware -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.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 764 pp. Englisch.

Etat : New.

Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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.