Abstract :
There is continuing evidence of a disparity between the level of educational sophistication (that is, the validity and rigor of the equation “models” by which members of the scientific and engineering communities apply analytical logic to a world of nonpersonal technological problems) and the empirical, immature, and Aristotelian semantic notions entangling and invalidating the often benighted “models” they use in a Second World, the day-to-day world of people, organizations, and people-problems.
