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10 - Personal identity, Part I: Identity across space and time and the soul theory
The lecture focuses on the question of the metaphysical key to personal identity. What does it mean for a person that presently exists to be the very same person in the future? The first approach to answering this question is the "soul theory," that is, the key to being the same person is having the same soul. Difficulties with that approach are then discussed, independent of the question whether souls exist or not.
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09 - Mixed strategies in theory and tennis
We continue our discussion of mixed strategies. First we discuss the payoff to a mixed strategy, pointing out that it must be a weighed average of the payoffs to the pure strategies used in the mix. We note a consequence of this: if a mixed strategy is a best response, then all the pure strategies in the mix must themselves be best responses and hence indifferent. We use this idea to find mixed-strategy Nash equilibria in a game within a game of tennis.
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Liquid Books - Liquid Theory TV - Episode 1
This episode of Liquid Theory TV discusses the Liquid Books Project by Professor Gary Hall and Dr Clare Birchall. The Liquid Books project is looking at rethinking and experimenting with new notions of what a 'text' could be in the digital age. Liquid Theory TV is a project by Paul Allender, Clare Birchall, Gary Hall and Peter Woodbridge.
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Practice With Latitude and Longitude
In this lesson students find their own homes on Google maps and determine their precise latitude and longitude coordinates. They learn how to pinpoint the location visually and then move north, east, south, or west on the map by changing latitude and longitude values.
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Social work learning practice
This audio unit focuses on the importance of people's backgrounds and experiences in the field of social work. It identifies the diverse ways in which service users and social workers define themselves, helping you to understand how the two groups perceiv
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Fundamentals of Income Tax Theory and Practice
This book is for an undergraduate income tax course where objectives include learning tax concepts and how to prepare income tax returns. Fundamentals of Income Tax Theory and Practice is developed to provide students with both the conceptual and practical information needed for a sound understanding of individual income tax at a reasonable cost. The text uses the latest information available from the Internal Revenue Service and combines it with background, conceptual information, and pedagogy
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Game Theory, Fall 2008
This is a standard course in "game theory," designed with the School of Information MSI students as the primary audience. This course is the pre-requisite for several ICD courses. To be well-prepared for management, policy and analysis in the information professions you need to first have a solid grounding in game theory and its applications to problem solving. Thus, the primary objective is to teach you a set of useful theories and how to apply them to solve problems. The emphasis is on method
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Quantum field theory
This is a module framework. It can be viewed online or downloaded as a zip file. Last taught in Spring Semester 2006 A compilation of fourteen lectures in PDF format on the subject of quantum field theory. This module is suitable for 3rd or 4th year undergraduate and postgraduate level learners. Suitable for year 3/4 undergraduate and postgraduate study. Dr Kirill Krasnov, School of Mathematical Sciences Dr Kirill Krasnov is a Lecturer at the University of Nottingham. After studying physics in K
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2.1 Representation, interpretation and communities of practice

Let us start with a thought experiment.

Activity 2.1

  • Where is the music?

  • The music is in the musical notation.

  • No, the music is in the mind
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    Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

2.2 Representation, interpretation and communities of practice continued

The preceding discussion brings us to a critical concept introduced earlier: the community of practice (Lave and Wenger, 1991; Wenger, 1998; Bowker and Star, 1999). Wenger emphasises that such communities are not the preserve of what are commonly conceived as knowledge workers. Wenger's central example is of a department of staff processing medical insurance claims, somewhat in contrast to the autonomous knowledge workers defined by Peter Drucker. In fact, as the term reflects,
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

4.4.2 Mapping across multiple communities of practice

In introducing the core concepts, we highlighted the perspective that ‘what counts’ as valuable knowledge is unavoidably shaped by the communities of practice to which the ‘publisher’ and ‘consumer’ belong. One makes situated judgements regarding the relevance of a new piece of information for oneself and others, and how to store or share it appropriately. One geographical metaphor conjured up by this perspective is that of ‘islands’ of local coheren
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

4.12.1 Communities of practice and technology

Communities of practice are technical and social networks which set the context in which new knowledge arises in daily work, and determine how it is shared and interpreted, what counts as important knowledge and how people become recognised as members of that community:

A good deal of new technology attends primarily to individuals and the explicit information that passes between them. To support the flow of knowledge,
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

6.5 Appreciating some implications for practice

I think for most people, the National Health Service would be experienced as a complex situation. If so this would be a good example of perceived complexity. Remember though, if you engaged with it as if it were a difficulty you would not describe the situation as one of perceived complexity. I could not call it a complex system unless I had tried to make sense of it using systems thinking and found, or formulated, a system of interest within it. This means I would have to have a stake in the
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

Iding Haidir, student on the Department's Postgraduate Diploma in International Wildlife Conservatio
Iding Haidir who monitors tiger and wildcat populations in Sumatra, is studying on the Department's eight-month Diploma International Wildlife Conservation Practice. He speaks of the new knowledge and understanding he'll take home with him.
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Track 1: Part 3 - Curriculum as Practice
We listen to short extracts from classrooms in which the same topic is taught by two different teachers. In practice, the formal curriculum is played out in different ways, depending on the particular teaching approach, school cultures, available resources and so on. There is some useful discussion on these issues.
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Using a Leadership Practice Field to Develop Aspiring Principals
Brad E. Bizzell, Theodore Creighton
This module addresses the reactions of students to a course design that includes leadership practice field activities. Students were members of a cohort in a two-year program to prepare school […]

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Queueing Theory, Filesystems - Peter Vollhardt, Berkeley Computer Science
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Number Theory 1
Austen Head

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Elementary Number Theory
Elementary Number Theory textbook, available in postscript, pdf, and latex formats.
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Practice Activity Using the Linux Operating System
Login to your linux operating system account and practice using the linux commands to see how your particular flavor of linux reponds.
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