This book contains the Proceedings of the 2007 Conference of the Italian Systems Society. Papers deal with the interdisciplinary study of processes of emergence, considering theoretical aspects and applications from physics, cognitive science, biology, artificial intelligence, economics, architecture, philosophy, music and social systems. Such an interdisciplinary study implies the need to model and distinguish, in different disciplinary contexts, the establishment of structures, systems and systemic properties. Systems, as modeled by the observer, not only possess properties, but are also able to make emergent new properties. While current disciplinary models of emergence are based on theories of phase transitions, bifurcations, dissipative structures, multiple systems and organization, the present volume focuses on both generalizing those disciplinary models and identifying correspondences and new more general approaches. The general conceptual framework of the book relates to the attempt to build a general theory of emergence as a general theory of change, corresponding to Von Bertalanffy''s project for a general system theory.

This book contains the Proceedings of the 2007 Conference of the Italian Systems Society. Papers deal with the interdisciplinary study of processes of emergence, considering theoretical aspects and applications from physics, cognitive science, biology, artificial intelligence, economics, architecture, philosophy, music and social systems. Such an interdisciplinary study implies the need to model and distinguish, in different disciplinary contexts, the establishment of structures, systems and systemic properties. Systems, as modeled by the observer, not only possess properties, but are also able to make emergent new properties. While current disciplinary models of emergence are based on theories of phase transitions, bifurcations, dissipative structures, multiple systems and organization, the present volume focuses on both generalizing those disciplinary models and identifying correspondences and new more general approaches. The general conceptual framework of the book relates to the attempt to build a general theory of emergence as a general theory of change, corresponding to Von Bertalanffy's project for a general system theory.

Emergence and complexity refer to the appearance of higher-level properties and behaviours of a system that obviously comes from the collective dynamics of that system's components. These properties are not directly deducible from the lower-level motion of that system. Emergent properties are properties of the "whole'' that are not possessed by any of the individual parts making up that whole. Such phenomena exist in various domains and can be described, using complexity concepts and thematic knowledges. This book highlights complexity modelling through dynamical or behavioral systems. The pluridisciplinary purposes, developed along the chapters, are able to design links between a wide-range of fundamental and applicative Sciences. Developing such links - instead of focusing on specific and narrow researches - is characteristic of the Science of Complexity that we try to promote by this contribution.

Although today differential psychology embraces a large and ever-increasing body of facts, conclusions, and practical recommendations which have wide applicability, a number of critical problems are still unresolved or only partly resolved. One of the most important of these is the relationship between individual variations in human behavior and in dividual features of a range of correlated physiological functions. Adequate concepts exist for understanding individual variations in some physiological functions underlying specific aspects (speed, tempo, rhythm, amplitude) of the flow of psychical activity. This fact alone is of considerable importance, especially when we consider that such dynamic features can-and sometimes do in a fundamental way-modulate psychological functioning. If we consider, in addition, that in certain circumstances these variables have a direct and sometimes decisive effect on the final behavioral outcome, it seems obvious that the parameters of physiologically active systems determine a number of important features of complex human behavior. According to Pavlov, the most important of these is that system com prising central nervous system properties, which determine the generation of excitatory and inhibitory processes in the structures of the central nervous system. The concept of basic nervous system properties as leading parameters of the psychophysiological organization of individuality seems to be one of the outstanding achievements of the Pavlovian school. It provided the framework within which investigators could attempt to determine ex perimentally individual features of behavior and reactivity.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

This incisive book examines the role of Intellectual Property (IP) as a complex adaptive system in innovation and the lifecycle of IP intensive assets. Discussing recent innovation trends, it places emphasis on how different forms of intellectual property law can facilitate these trends. Inventors and entrepreneurs are guided through the lifecycle of IP intensive assets that commercialise human creativity. Utilising a range of sector specific, interdisciplinary and actor-focused approaches, each contribution offers suggestions on how Europe’s capacity to foster innovation-based sustainable economic growth can be enhanced on a global scale.