Paying attention to people, Systems Planning℠ enhances visualisation and understanding, builds taste for demonstrable reasoning, educates argumentation, inspires curiosity for ‘why’ and ‘how’, and develops both intellectual and applied competences. It is not only the planners who have something to learn — e.g. efficient procedures and outcomes — but also the stakeholders: they get to see the common system, and their interests in perspective.
The education unit of Systems Planning℠
develops cultured competence towards holistic excellence (αρετή),
including the demanding ‘objective returns’ that amount to the cumulative individual and collective knowledge (γνώση).
Personally and collectively, organised learning — i.e. education/ παιδεία — provides a continual interactive relationship with knowledge, understanding, experience, culture (and, to be fair, also data and information), so it shapes people and communities.
Inspired by Plato's Academy, Aristotle's Lyceum, and Renaissance humanism, Systems Planning℠ education is broad (e.g. methodology, culture, philosophy) as much as it is deep (e.g. science and/ or engineering specialisations) and delivered at a ‘human scale’ via worldwide networking and knowledge — i.e. ‘think globally, act locally’.
Guided by the insightful SF2™ vision, Systems Planning℠ has rare privileges such as working with visible and examinable reasoning, understanding, and knowledge, being able to ‘zoom in and out’ between specifics and the ‘big picture’, and coming to terms with change and uncertainty — all needed for Competitive Advantage™.
Mainstream schools take ‘non-system’ approaches to knowledge (e.g. data-based) and competences (e.g. single-track), and offer certificates of ‘ranked’ prestige.
Fellow ‘system’ schools cut to the chase through analysis, simulation, and/ or creativity, but are not as comprehensive as Systems Planning℠ (e.g. problem structure).
Systems Planning℠ is to be appreciated by curious and uninhibited thinkers, passionate about perfection™, wishing to develop an ‘integrated multi-dimensional maturity’, or Haute Culture™, with a stance of unassuming confidence™. Merit lies in one’s attitude, ideas, competence, and conduct — i.e. their true preparation for life.
More than an establishment, academia is a living culture — i.e. a collective intellectual construct of dynamic nature. Being organic, academic culture can at best receive top-level guidance towards being a coherent working reality.
Mission — what are we here to do? (e.g. study, learn, research, teach)
Character — reliability (e.g. content, procedure, artefacts)
Participation — stakeholders, intents, and interactions/ dynamics
Vision — suitable for the mission (e.g. competences, knowledge)
Values — conducing to the mission (e.g. cooperation, sharing)
Attitude — conducing to the mission (e.g. will, open-mindedness)
Scope — breadth and integration of subjects (including applications)
Kudos — confidence, capacity, teamwork, community building, etc.
The delivery of the Systems Planning℠ courses — in whole or in part — is in coordination with established teaching institutions, responsible for accreditation (e.g. certificates) and the associated logistics (e.g. examinations, tuition).
Content delivery is via documents (v. reading lists), webcasts (v. streaming), and interactive means such as videoconferencing.
Future plans are considering massive open online courses (MOOC) in selected platforms (TBA).
OverviewSystems Planning℠ forms educational partnerships with selected representatives of mainstream alternatives, seeking complementarity and synergy for the mutual benefit of the approaches as well as the participants
Systems Planning℠ educational activities are already available at selected host institutions — e.g. v. teaching, seminars.
Relevant Special Interest Groups (SIG) include Systems Academy℠ re: systems education and Open Quality℠ re: professional quality.
The classical-era Athenian scholar and its revival as the ‘renaissance man’ have guided academia over the centuries, and still provide inspiration for students.
Academic qualification —
In contemporary ‘specialising’ educational systems, graduates are identified by their subject matter and implied competences — e.g. engineer (e.g. civil, mechanical) or scientist (e.g. mathematician, geneticist, physicist).
Professional qualification —
Upon entering professional practice, some graduates disregard their academic specialisation (e.g. finance, law) in favour of their professional qualification (e.g. CPA, judge) — especially those required to pass professional body admission exams.
Holistic essence —
‘Holistic’ alumni embrace all academic and professional specialisations, whether for collaboration or personal interests, and thus cross or bridge categories. This may confuse or even offend those who prefer rigid classifications.
From the community point of view, holism transcends personal development and requires cooperative interactions — i.e. working together with other scholars towards the common good.
Building competences at all levels is a continual investment towards holistic excellence (αρετή) with initial conditions and persistent effort through study, instruction, training, teamwork, accompaniment, and integration.
At the apogée of holistic development, Systems Planning℠ creates, promotes, enjoys, and radiates an integrated multi-dimensional maturity designated as Haute Culture™, which epitomises the art of efficiency™.
Professional Perfection™ — effort/ investment Understanding significance, explanation, or cause Intelligence to acquire and apply knowledge and skills Refinement — clarification through transformations
Personal/ Team Fulfilment™ — capability/ gratification Mastery — comprehensive knowledge and/ or skills Confidence — self-assurance (re: own abilities, qualities) Satisfaction from achievement (e.g. wishes, expectations) Recognition for achievements, services, or abilities
Organisational Advancement™ — experience & kudos Streamlined structure — simplified, yet robust and effective Fluid function — smoothly elegant/ graceful Tuned form — adjusted to a particular purpose or situation
Professional Perfection™ — “The RBP™ made us realise some important hidden assumptions [understanding]. After a few versions of the RBP™ we could see clearly our aims, leverage points, and their links [refinement]. Working with diagrams, we learned to think in a more organised and much more efficient manner [intelligence].”
Personal/ Team Fulfilment™ — “In the RBP™ we managed to establish the missing relations among the SWOT points [mastery]. By simulating the alternative strategies in the DCD™ we made a confident decision [confidence]. Discovering intelligent solutions to difficult problems is always rewarding [satisfaction]. And since true ‘out-of-the-box’ thinking is rare and difficult, we received praise for our achievements [recognition].”
Organisational Advancement™ — “With the help of the CPD™ we made our operations more agile [fluid function]. With the DCD™ we streamlined our institutional strategy [streamlined structure]. And with the help of the CPD™ we re-shaped our departments and their communication channels [tuned form].”
Be inquisitive and critical — ask ‘why?’ and ‘how?’ Be organised — master structure and method Be meticulous — explain ‘with all the steps’ Be able to work conceptually and practically
Be able to define a problem precisely Be able to ‘see’ patterns and relationships Be demanding to understand ‘how things work’ Be able to seek solutions creatively — beyond the obvious
Be able to tell what is pertinent (and what is not) in each case Be comfortable with assessment — know your references Be clear about the decision-making model to use Be bold enough to ‘stick to’ a decision
Be aware of all the interested parties Be receptive — ‘listen’ to everyone with attention Be open about reasoning — draw all mental models Be comfortable with all media — both classic and modern
Formal instruction has seen a variety of styles and configurations over the centuries, with technology being a crucial part of communication. The idea of group work persists for reasons of socialisation, economy of scale (cf. mentoring), and/ or perhaps institutional prestige.
Insight Lectures℠ are educational talks with perspectives of praxis (e.g. applications, experience) as well as abstraction (e.g. methodology, philosophy), where students are expected to relate their personal and/ or professional interests.
Level VII — Conduct Cyranoski, D., et al. (2011) The PhD factory Munroe, R. (2013) How much science is there? Bohannon, J. (2013) Who’s afraid of peer review? Couzin-Frankel, J. (2013) The power of negative thinking Rabesandratana, T. (2013) The seer of science publishing Malakoff, D. (2013) Hey, you’ve got to hide your work away
Objects Systems — incl. organisations (e.g. business, government) Processes — incl. operations and projects Plans — incl. policies and strategies
Topics Types of diagrams used in [spatial/ sectoral/ business] plans Forms of argumentation used in [spatial/ sectoral/ business] plans Government challenges in [local/ regional/ national] spatial planning Types of decision-making used in [public/ business] administration Cause-and-effect expressions in [EISs/ ERs/ plans/ strategies] The planning process in [public/ business] administration Process modelling in [spatial/ sectoral/ business] projects Performance in [spatial plans/ business strategy/ public policy] Cognition in planning: restrictions, resolutions, and enhancements Quality of information: perception, communication, verification Methodology of research: protocol, sources, cognition, proof
Challenges/ Tasks How to prepare a [plan/ policy/ strategy] that delivers as promised? How to minimise what can go wrong in a [plan/ policy/ strategy]? How to visualise the way [side-effects/ impacts] arise in a project? How to discover innovative mitigation solutions to [side-effects/ impacts]? How to verify that an argument is well structured and convincing? How to communicate what is on your mind (e.g. what you want to achieve)? How to optimise the efficiency of a planning operation (e.g. tasks, resources)? How to check that a decision is [formed/ made] in the most appropriate way? How to know that [anything] is ‘good’ or ‘fit for purpose’? How to extract human-readable mental models from AI? How to instruct AI with human-readable mental models? How to discern causality in data mining operations? How to create mental models out of narratives?
Bibliography styles Strunk, W. (1918) Elements of Style. Ithaca, NY: Humphrey — Online edition The Chicago Manual of Style, 16th. ed. (2010). TSMS — Online edition University College Dublin Library (2011), Harvard Referencing Style (Guide 69) University College Dublin Library (2011–2013), Chicago Referencing Style (Guide 68)
Training sessions (i.e. workshops) are relatively short and focussed in comparison to courses or lectures, and have immediate practical outcomes (‘training+’). Still, they are also capable of making cumulative contributions to Haute Culture™.
Entry-level workshops focus on individual X-ray Packs™, while Masterclasses™ combine X-ray Packs™ to address advanced challenges.
All sessions make use of Pro Utility™maps and/ or procedures.
Process Profile™ Workshop Case studyAdministrative process (recruitment/ substitution) OrganisationUTAD Solutions Consulting (USC) ParticipantsTop management; officers AnchorA. Perdicoulis VenueP2-G17, UTAD Date & Time07 DEC 2018, 2pm–6pm
Efficiency at Work™ Masterclass Case studyAdministrative processes (Registrar, AV services, Finance, IT helpdesk) OrganisationUTAD ParticipantsClerical assistants AnchorA. Perdicoulis VenueECT Polo I, UTAD, Vila Real Date & Time02 & 03 JUL 2018, 9am–5pm
“Incrível! A utilidade que esta formação nos ofereceu, com trabalho nosso, podemos simplificar todos os processos chaves da USC. Muito agradado com a capacidade do Professor explicar e tornar isto ‘fácil’.”
“Recomendaria a formação aos membros, que estariam ligados directamente ao mapeamento e aos directores de departamentos. Dessa maneira eles próprios confirmariam se o processo está a ser bem executado e quem sabe, repensar a forma com são executados, caso seja possível. Assim a optimizar cada vez mais os processos.”
Description:Gives a visual form to mental models of ‘how things are’ or ‘how things work’, and thus helps gain understanding about assumptions and knowledge (or lack thereof) regarding the dynamic structure and function of the object of interest — e.g. an un-documented system. Prospectus:Reverse Blueprints™ Technical Folio:Packs
System Maps™— dynamic structure and function of systems (RBP) Viewport Design™— creating dynamic constructs (e.g. cockpits, dashboards) for system conduct
Description:Gives a visual form to mental models of ‘how entities relate’ in terms of order or hierarchy, and thus helps gain understanding about assumptions and knowledge (or lack thereof) regarding the hierarchical structure of the object of interest — e.g. an un-documented system. Prospectus:Hierarchical Structures™ Technical Folio:Packs
Hierarchy Maps™— entity relations in terms of order or hierarchy (HBS)
Description:Expresses graphically the way we reason to reach our decisions as an ‘information flow protocol’, and thus helps find out any reasoning flaws or un-necessary shortcuts — quite important when responsibility is high, such as in competitive environments or in the public domain. Prospectus:Decision Logic™ Technical Folio:Packs
Decision Maps™— full plan (DCD) with decision model analysis™ (DMA) information flows
Description:Expresses graphically ‘how things are done’ — e.g., the preparation of plans or projects. Once documented, processes can be checked and optimised for pathways, resource use, and outcomes — crucial in cases of high responsibility. Prospectus:Process Profile™ Technical Folio:Packs
Process Maps™— concise (CPD), extended (EPD), personalised (PPD) Special cases: transaction chains (TCD); information flow (IFD) Process Layout™— sequential documentation of processes in a diagrammatic form
Description:Expresses graphically the content of ‘action proposals’ (e.g. public or private plans, policies, and strategies), helping to clarify and visualise the concerns, objectives, action, and outcomes as well as the relations between them. Simulation of proposed actions provides insights into efficiency. Prospectus:Plan Workings™ Technical Folio:Packs
Strategy Maps™— action proposals (e.g. plans, policies, strategies) in a diagrammatic form (DCD) Plan Simulation™— scenario forecasting (qualitative/ System Dynamics link)
Description:Juxtaposes internal elements of ‘action proposals’ (e.g. plans, policies, strategies) to figure out their effectiveness (Z–Z′), fulfilment of outcome (Y–Z′), and overall efficiency (Z–X–Z′), which facilitates their comprehension and application. Prospectus:Efficiency Assessment™ Technical Folio:Packs
Efficiency Maps™— full plan (DCD) with efficiency assessment™ (EFI) mark-up
Description:Adds concerns and commitments to the mental model of the system of interest (RBP) from distinct points of view (stakeholders), and thus facilitates the conception of strategy and creation of action proposals (DCD) in a negotiated manner. Prospectus:Strategy Board™ Technical Folio:Packs
Situation Maps™— working grounds (RBP) for preparing strategy in ‘XYZ’ notation Graphic SWOT™— element standing and roadmap analysis in SWOT notation
Description:Expresses graphically how the impacts are likely (or thought) to arise from the proposed action, and thus facilitates the construction, understanding, and verification of the causal argument in environmental impact statements in comparison to the classic text option. Prospectus:Impact Tracing™ Technical Folio:Packs
Impact Maps™— causal pathways from actions to impacts (RBP/ DCD) EIA Light™— EIA argumentation with Impact Map™ storyboards (RBP/ DCD)
Description:Turns stories or accounts into appropriate diagrams — e.g. situations (RBP); courses of action (CPD); plots (DCD) — and thus facilitates the understanding of dynamic structure, function, causality, inter alia, which provides a richer experience with the narrative. Prospectus:Graphical Narrative™ Technical Folio:Packs
Storytelling Maps™— systems view (RBP), process view (CPD), plan view (DCD)
Description:Explores the formulation of hypotheses — e.g. potential solutions to problems, explanations to phenomena, answers to questions, or ideas for innovation — and improves decision-making through the understanding to create these options. Prospectus:Creative Hypothesis™ Technical Folio:Packs
Sapience Maps™— reverse blueprints (RBP) with appropriate mark-up (e.g. ‘XYZ’)
Description:Training to form insight and/ or innovation through exploration and understanding of situations. Milestones:Target situation; dynamic analysis; prospective vision; imaginative scenarios; action plan Modules:Graphical Narrative™[story/ account diagramming];
Creative Hypothesis™[formulation of hypotheses]
Description:Training to conceive growth and/ or maturity through exploration and understanding of systems. Milestones:Target system; dynamic analysis; prospective vision; imaginative scenarios; action plan Modules:Reverse Blueprints™[system structure/ function];
Creative Hypothesis™[formulation of hypotheses]
Efficiency at Work™
Description:Training to achieve efficiency at work through exploration and understanding of processes. Milestones:Target process; efficiency issues; causal understanding; potential solutions; action plan Modules:Efficiency Assessment™[objective referencing];
Process Profile™[operation protocols]
Description:Training to appropriately use indicators and/ or indices through exploration and understanding of systems. Milestones:Target system; aggregation levels; indicator sets; element dynamics; computational views Modules:Reverse Blueprints™[system structure/ function];
Strategy Board™[positioning on a situation]
Description:Training to conceive impact mitigation through exploration and understanding of systems and/ or action. Milestones:Target system; target plan; side effects; individual mitigation; compound mitigation; scenario simulation Modules:Impact Tracing™[how impacts arise];
Reverse Blueprints™[system structure/ function]
Description:Training to enhance decision making through exploration and understanding of situations and/ or action. Milestones:Target stakeholder; target situation; target plan; decision model; decision options Modules:Decision Logic™[reasoning protocols];
Plan Workings™[the content of action proposals]
Scholarly Clubs℠ — παιδεία, αρετή
Being holistic in its essence, Systems Planning℠ goes to great lengths to build culture beneath technique™ by bringing together the very abstract of human intellect and the finest of the arts, such as speaking and writing.
The Scholarly Clubs℠ of Systems Planning℠ extend, reinforce, and integrate human competences of all tiers through enjoyable thematic events, often with a social character.
DivisionDepartment of Engineering, School of Science and Technology (ECT) AddressQuinta dos Prados, 5000–801 Vila Real, Portugal Systems Planning℠ anchorA. Perdicoulis (since 1997)
Fundação Casa de Mateus (FCM)
LocationVila Real, Portugal FunctionCo-organisation, ‘Ciclo de Conversas sobre Ciência e Cultura’, in cooperation with UTAD Systems Planning℠ interfaceThe Classics Club℠ 1st Series — 2013–2014A. Rodrigues (FCM), E. Henriques, A. Perdicoulis, and L. Roçadas (UTAD) 2nd Series — 2014–2015A. Rodrigues (FCM), E. Henriques, and A. Perdicoulis (UTAD)
Instituto Internacional Casa de Mateus (IICM)
LocationVila Real, Portugal FunctionCo-organisation, ‘Ciclo de Conversas sobre Arte, Ciência e Cultura’, in cooperation with UTAD Systems Planning℠ interfaceThe Classics Club℠ 3rd Series — 2015–2016T. Albuquerque (IICM), E. Henriques, A. Perdicoulis (UTAD), and R. Merrill (UMinho) 4th Series — 2016–2017T. Albuquerque (IICM), E. Henriques, A. Perdicoulis (UTAD), and R. Merrill (UMinho) 5th Series — 2017–2018T. Albuquerque (IICM), E. Henriques, and A. Perdicoulis (UTAD)
Systems Planning℠ compiles a lists of resources for study, sorted by their publication formats (e.g. books, articles, streaming), including special Systems Planning℠ publications.
The lists include sources of knowledge on specific subjects, as well as material for broadening one’s horizons.
The following selection includes scholarly repositories with direct relevance to Systems Planning℠, as well as broader-scope public-access repositories. Private repositories are added by permission of their maintainers.
The transmission of knowledgeper se relies on reader experience. The ideal content of scholarly publications (mainly articles and books) is explanations that yield understanding (e.g. processes, causal mechanisms), which demands curiosity and hard work. Data (i.e. facts/ objective reality) and information (i.e. interpretation/ meaning) are ‘raw’ sources with limited intrinsic value for the advancement of science.
The mainstream scholarly (or ‘scientific’) publications extend to all fields of human knowledge, are usually produced and distributed by commercial publishers, and are abstracted, indexed, and/ or ranked for various purposes by affiliated or independent companies. Regardless of publisher repute, indexing, or classification, all publications (e.g. articles, books) should be consulted with a critical spirit.
Demeaning pressures and delusive attractions in scholarly R&D are likely to result in inferior quality publications (e.g. ‘filler’ articles) and conjectural knowledge (e.g. hasty or generic conclusions), both of which are unsuitable for further research. It is the duty of the researcher to identify and exclude the inappropriate publications, and the duty of the editors and publishers to not let this happen in the first place.
In the recent past, libraries were the important aggregators of scholarly publications (e.g. periodicals, books), valued for their physical collections. Modern scholarly publications are aggregated in online distribution networks created by the publishers and/ or indexing companies. Commercial ventures are centralised and thus become more visible and/ or popular, while independent publishers (e.g. departments, schools) generally adopt a more modest standing.
While reading resources maintain their value for the transmission of course content, online study programmes tend to rely on matching means of content delivery, and streaming (e.g. video webcasts) is a particularly popular option — perhaps more than reading, in certain contexts (e.g. explanation of complex systems or processes).
Horkheimer, M., and T.W. Adorno (2002) Dialectic of Enlightenment: Philosophical Fragments. Stanford, CA: Stanford University Press.
(first compiled in 1944; first published by Querido Verlag, Amsterdam, in 1947)
Hume, D. (1738) A Treatise on Human Nature. Project Gutenberg.
Kant, I. (1781) The Critique of Pure Reason [translated by J.M.D. Meiklejohn]. Project Gutenberg.
Kuhn, T.S. (1996) The Structure of Scientific Revolutions (3rd ed.). Chicago: The University of Chicago Press.
Locke, J. (1690) Second Treatise on Government. Project Gutenberg.
March, J.G. (1994) A Primer on Decision Making: How Decisions Happen. New York: The Free Press.
McLoughlin, J.B. (1969) Urban and Regional Planning: a Systems Approach. London: Faber & Faber.
Meadows, D. (1999) Leverage Points: Places to Intervene in a System. Hartland, VT: The Sustainability Institute.
Mill, J.S. (1885) Principles of Political Economy. New York: D. Appleton & Co.
Okasha, S. (2002) Philosophy of Science. Oxford: Oxford University Press.
Roberts, M. (1974) An Introduction to Town Planning Techniques. London: Hutchinson.
Rousseau, J.J. (1762) The Social Contract & Discourses. Project Gutenberg.
Simon, H.A. (1957) Models of Man. New York: John Wiley and Sons.
Smith, A. (1776) An Inquiry into the Nature and Causes of the Wealth of Nations. Project Gutenberg.
Taylor, F.W. (1911) The Principles of Scientific Management. Project Gutenberg.
Aristotle (ca. 360 BC) Metaphysics (translated by W.D. Ross). University of Adelaide: eBooks.
Aristotle (ca. 350 BC) Ethics (translated by J.A. Smith). Project Gutenberg.
Aristotle (ca. 350 BC) Politics (translated by W. Ellis). Project Gutenberg.
Aristotle (ca. 330 BC) The Athenian Constitution (translated by F.G. Kenyon). Project Gutenberg.
Davis, H.W.C. (1911) Medieval Europe. Oxford: Home University Library of Modern Knowledge.
Lee, H.D.P. (1974) Plato: The Republic. London: Penguin Books. (see also other translations)
Little, A.G. (1892) The Gray Friars in Oxford. Oxford: Clarendon Press.
Machiavelli, N. (1550) The Prince [translated by W.K. Marriott]. Project Gutenberg.
More, T. (1516) [Open] Utopia [edited by S. Duncombe, 2012]. Project Gutenberg.
Norton, A.O. (1909) Readings in the History of Education: Mediaeval Universities. Cambridge: Harvard University.
Plato (ca. 360 BC) The Republic [translated by B. Jowett]. Project Gutenberg. (Greek translation by I.N. Gryparis in four volumes, 1911, available at Project Gutenberg) (Alternative translation by P. Shorey, 1969, available at Perseus Digital Library) (Alternative translation by D. Lee, 1974)
Rait, R.S. (1918) Life in the Medieval University. Cambridge: Cambridge University Press.
Rashdall, H. (1895) The Universities of Europe in the Middle Ages. Oxford: Clarendon Press.
Seebohm, F. (1896) The Oxford Reformers: John Colet, Erasmus, and Thomas More. London: Longmans, Green, & Co.
Stubbs, C.W. (1903) Cambridge and its Story. London: J.M. Dent & Co.
Sun Tzu (ca. 520 BC) The Art of War [translated by L. Giles]. Project Gutenberg.
Thucydides (ca. 431 BC) The History of the Peloponnesian War [translated by R. Crawley]. Project Gutenberg.
Tredennick, H., and H. Tarrant (1993) Plato: The Last Days of Socrates. London: Penguin Classics.
Verney, L.A. (1746) Verdadeiro Metodo de Estudar. Valensa: Antonio Balle.
Walsh, J.J. (1911) Old-Time Makers of Medicine: the Story of the Students and Teachers of the Sciences related to Medicine during the Middle Ages. New York: Fordham University Press.
Waterfield, R. (1992) Plutarch: Essays. London: Penguin Classics.
Aversa, A., and W. Whitaker (2008) WORDS Latin Dictionary — GPL
Dictionnaire Le Littré (2008) — GPL
Johnhson, S. (1785) Dictionary of the English Language (6th ed., 2 vols.). London (printed for various publishers).
Lewis, C.T., and C. Short (1891) A New Latin Dictionary. New York: Harper & Brothers.
Liddell, H.G., and R. Scott (1883) Greek–English Lexicon (7th ed.). New York: Harper & Brothers.
Oxford Dictionary of English, 3rd ed. (2010). Oxford: Oxford University Press.
Oxford Thesaurus of English, 2nd ed. (2006). Oxford: Oxford University Press.
Smith, W. (1853) A New Classical Dictionary of Biography, Mythology, and Geography (2nd ed). London: John Murray.
Webster’s Revised Unabridged Dictionary (1913) — public domain
Spatial and Sectoral Planning
UN ECE (2008) Spatial Planning: Key Instrument for Development and Effective Governance. Geneva: United Nations Economic Commission for Europe.
QAA (2008) Town and Country Planning. Mansfield, UK: The Quality Assurance Agency for Higher Education.
ODPM (2004) The Egan Review: Skills for Sustainable Communities. London: Office of the Deputy Prime Minister.
European Commission (1997) The EU Compendium of Spatial Planning Systems and Policies. Luxembourg: Office for Official Publications of the European Communities.
European Commission (1999) ESDP: European Spatial Development Perspective. Luxembourg: Office for Official Publications of the European Communities.
US Army Corps of Engineers (1996) Planning Manual. IWR Report 96-R-21.
DCLG (2006) Good Practice Guide on Planning for Tourism. London: Department for Communities and Local Government.
Project Management/ Business Organisation
BKCASE (2014) Guide to the Systems Engineering Body of Knowledge (v. 1.3). Hoboken, NJ: The Trustees of the Stevens Institute of Technology.
PMI (2013) A Guide to the Project Management Body of Knowledge (5th ed). Newtown Square, PA: Project Management Institute.
IIBA (2009) A Guide to the Business Analysis Body of Knowledge (v. 2.0). Toronto, Ontario: International Institute of Business Analysis
IPMA (2006) Competence Baseline (v. 3.0). Nijkerk, The Netherlands: International Project Management Association.
OGC (2009) Managing Successful Projects with PRINCE2™. London: TSO.
IAIA (2009) What is Impact Assessment? Fargo, ND: International Association for Impact Assessment.
IAIA (1999) Principles of Environmental Impact Assessment Best Practice. Fargo, ND: International Association for Impact Assessment (in cooperation with the Institute of Environmental Assessment, UK).
UNEP (2002) Environmental Impact Assessment Training Manual (2nd ed.). Geneva: United Nations Environment Programme.
IAIA (2007) EIA Follow-up: International Best Practice Principles. Fargo, ND: International Association for Impact Assessment.
HM Treasury (2003) The Green Book: Appraisal and Evaluation in Central Government. London: TSO.
The following selection includes older support material for academic lectures (in Portuguese). More recent material (in English) can be found in books and journals, and is typically detailed in the class syllabi.
Perdicoulis, A. (2002) Planeamento Estratégico. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 183.
Perdicoulis, A. (2002) Práticas de Planeamento Estratégico. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 178.
Perdicoulis, A. (2002) Metodologia de Estudo e Previsão do Impacte Ambiental. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 181.
Perdicoulis, A. (2001) Práticas de Metodologia de Estudo e Previsão do Impacte Ambiental. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 159.
Perdicoulis, A. (2002) Modelação Ambiental. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 182.
Perdicoulis, A. (2002) Práticas de Modelação Ambiental. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 177.
Perdicoulis, A. (2001) Práticas de Dinâmica das Populações. Vila Real: UTAD, Série Didáctica, Ciências Aplicadas, 160.
Impact Factor®/ Journal Impact Factor®Clarivate Analytics Previous owners/ mergers: Churchill Capital; Onex Corporation; Thomson-Reuters; Institute for Scientific Information (ISI)
SCImago Journal Rank®SCImago
The above selection is merely indicative — i.e. non-exhaustive and non-endorsing; designations and affiliations may change over time
Articles are divided in three sets: essential for Systems Planning℠, foundation articles, and community articles about the conduct of science. The following ‘showcase’ presents a selection that may be useful for beginners in Systems Planning℠.
Bohannon, J. (2013) Who’s afraid of peer review? Science, 342:60–65.
Couzin-Frankel, J. (2013) The power of negative thinking. Science, 342:68–69.
Cyranoski, D., N. Gilbert, H. Ledford, A. Nayar, and M. Yahia (2011) The PhD factory. Nature, 472:276–279.
Malakoff, D. (2013) Hey, you’ve got to hide your work away. Science, 342:70–71.
Munroe, R. (2013) How much science is there? Science, 342:58–59.
Rabesandratana, T. (2013) The seer of science publishing. Science, 342:66–67. (cf. LiveFile™ Documents)
National legislation, EU directives, and ISO norms — to name but a few — provide guidelines for work: some stronger than others, and all subject to interpretation. The following lists contain selected material (mainly for teaching purposes) that is by no means exhaustive, not necessarily representative of each category, and not necessarily completely up to date — although efforts are always made in this sense.
National Legislation [PT]
National environmental policy L 19/2014 [14 ABR] — environmental policy base law
L 13/2002 [19 FEV]
L 48/98 [11 AUG]
L 11/87 [07 ABR]
Spatial planning L 31/2014 [30 MAI] — spatial planning base law
L 46/2009 [20 FEB]
DL 316/2007 [17 SEP]
DL 380/99 [22 SEP]