Contemporary Systems Thinking is a series of texts, each of which deals comparatively and/or critically with different aspects of holistic thinking at the frontiers of the discipline. Traditionally, writings by systems thinkers have been concerned with single theme propositions such as general systems theory, cybernetics, operations research, system dyna mics, soft systems methodology, and many others. Recently there have been attempts to fulfil a different, yet equally important, role by com parative analyses of viewpoints and approaches, each addressing dispa rate areas of study such as modeling and simulation, measurement, management, "problem-solving" methods, international relations, so cial theory, and last, but not exhaustively or least, philosophy. In a recent book these were drawn together within a multiform framework as part of an eclectic discussion-a nearly impossible task as I dis covered (see Dealing with Complexity-An Introduction to the Theory and Application of Systems Science by R. L. Flood and E. R. Carson). Neverthe less, bringing many sources together led to several achievements, among which was showing a great diversity of approaches, ideas, and application areas that systems thinking contributes to (although often with difficulties remaining unresolved). More important, however, while working on that manuscript I became aware of the need for and potential value in a series of books, each focusing in detail on the study areas mentioned above."

Twenty five years ago, in 1964, The Operational Research Society's first International Conference (held at Gonville and Caius College, Cambridge) took as its theme "Operational Research and the Social Sciences." The Conference sessions were organised around topics such as: Organisations and Control; Social Effects of Policies; Conflict Resolution; The Systems Concept; Models, Decisions and Operational Research. An examination of the published proceedings (J.R.Lawrence ed., 1966, Operational Research and the Social Sciences, Tavistock, London) reveals a distinct contrast between the types of contribution made by the representatives of the two academic communities involved. Nevertheless, the Conference served to break down some barriers, largely of ignorance about the objects, methods and findings of each concern. In the ensuing twenty five years, although debate has continued about the relationship between OR and the social sciences, mutual understanding has proved more difficult to achieve than many must have hoped for in 1964.

Contemporary Systems Thinking is a series of texts, each of which deals comparatively and/or critically with different aspects of holistic thinking at the frontiers of the discipline. Traditionally, writings by systems thinkers have been concerned with single theme propositions such as general systems theory, cybernetics, operations research, system dyna mics, soft systems methodology, and many others. Recently there have been attempts to fulfil a different, yet equally important, role by com parative analyses of viewpoints and approaches, each addressing dispa rate areas of study such as modeling and simulation, measurement, management, "problem-solving" methods, international relations, so cial theory, and last, but not exhaustively or least, philosophy. In a recent book these were drawn together within a multiform framework as part of an eclectic discussion-a nearly impossible task as I dis covered (see Dealing with Complexity-An Introduction to the Theory and Application of Systems Science by R. L. Flood and E. R. Carson). Neverthe less, bringing many sources together led to several achievements, among which was showing a great diversity of approaches, ideas, and application areas that systems thinking contributes to (although often with difficulties remaining unresolved). More important, however, while working on that manuscript I became aware of the need for and potential value in a series of books, each focusing in detail on the study areas mentioned above."

Systems Prospects is a record of the papers presented at the first con ference organised by the United Kingdom Systems Society (UKSS), held at Thwaite Hall, Hull University (UK), on the dates 12th-15th July, 1988. The UKSS originally came together in 1978 as the Barford Group (the first meetings were held in the town of Barford), comprising academics from the four institutions that incorporated departments which primarily were con cerned with developing the theory and practice of so-called systems scienc- namely Aston University, City University, Lancaster University and the Open University. The meetings of the Barford Group were deemed to be successful, so much so that a decision was made to widen its horizons to incorporate more generally those of the United Kingdom systems community (a diffuse number of academics and practitioners) - hence the title UKSS. The society, ten years later, is extant and has achieved new levels of success in the last few years in terms of rising membership and international reputation. The membership is now drawn from a wide variety of academic and commercial and industrial organisations, and from most reaches of the nation. There is also an international contingent in the membership. It is right that there should be such diversity since the UKSS is founded on the notion of equality (of creed, sex, race, class and so on *** ). This community is "glued" together by the Society's own publication, Systemist, as well as through workshops and now this conference.

This book introduces trainees and newly qualified primary teachers to the teaching of art and design in primary schools. It helps students gain an appreciation of what constitutes good practice in primary art and design and how they can go about achieving it. To meet the different needs of students, the book identifies varying levels of experience, creativity, and confidence, and it offers suggestions for applying these levels to the classroom. The book covers key areas of the art and design curriculum for the UK's Early Years Foundation Stage, Key Stage 1, and Key Stage 2, considering both their discrete and developmental characteristics.