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Blind Perception

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Deterministic and Non-deterministic Emergence

 
Ways of Making Sense of the World:
From Primal Patterns to Deterministic and Non-Deterministic Emergence

 

 

The world as we perceive it is neither fully disorganized (Figure 1), beyond our ability to identify any overall pattern in it, nor fully organized, describable by us in terms of some single simple pattern (Figure 2). Instead, we are faced with, and find ourselves trying to make sense of, a world that most typically shows mixes of pattern and disorganization at different scales (Figures 3, 4, 5).

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Can I Forgo Foregrounds?

Emily Levine

11/7/08

Essay 9

Can I Forgo Foregrounds?

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Frugal Winter- Analysis of Prodigal Summer

Anna Melker

Food For Thought CSem Fall 2008

Frugal Winter

Serendip's Complexity and Emergence On-Line Forum

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Cellular Automaton as Explorer, 11 element

Deterministic and Non-deterministic Emergence

Setup

Click on setup single cell to begin with a single cell in the middle on; setup random picks a random set of cells to begin as on, the number of which is determined by the density slider.

Cellular Automaton as Explorer, 9 element

Deterministic and Non-deterministic Emergence

Setup

Click on setup single cell to begin with a single cell in the middle on; setup random picks a random set of cells to begin as on, the number of which is determined by the density slider.

Dawn's picture

Objective vs. Personal - Academic Writing for Evaluation

Dawn Hathaway

December 8, 2008

Critical Feminist Studies

Professor Anne Dalke

“Objective” vs. Personal – Academic Writing for Evaluation

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Inclusive Curriculums: A Case Study

Thucydides, one ofthe earliest historians, built his historical studies around the “politicaltower”, which dealt with the study of “great men, the church, government, [and]politics” (Arnold 33, 41).  Writingthousands of years after Thucydides, in her essay “Interactive Phases ofCurricular Perspective”, Peggy McIntosh proposes different ways to studyhistory.  Using the refinement ofwomen’s role within the discipline of history as an example of ways in which tomake curriculum’s more inclusive, McIntosh notes five stages of curriculumdevelopment, which range from women being left out of history, to women (andeveryone) being included in history (McIntosh 3).

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