Specifying and implementing dynamical systems with the situation calculus. Modeling and implementing dynamical systems is a central problem in artificial intelligence, robotics, software agents, simulation, decision and control theory, and many other disciplines. In recent years, a new approach to representing such systems, grounded in mathematical logic, has been developed within the AI knowledge-representation community. This book presents a comprehensive treatment of these ideas, basing its theoretical and implementation foundations on the situation calculus, a dialect of first-order logic. Within this framework, it develops many features of dynamical systems modeling, including time, processes, concurrency, exogenous events, reactivity, sensing and knowledge, probabilistic uncertainty, and decision theory. It also describes and implements a new family of high-level programming languages suitable for writing control programs for dynamical systems. Finally, it includes situation calculus specifications for a wide range of examples drawn from cognitive robotics, planning, simulation, databases, and decision theory, together with all the implementation code for these examples. This code is available on the book's Web site.

This volume explores interdependencies between knowledge, action, and space from different interdisciplinary perspectives. Some of the contributors discuss knowledge as a social construct based on collective action, while others look at knowledge as an individual capacity for action. The chapters contain theoretical frameworks as well as experimental outcomes. Readers will gain insight into key questions such as: How does knowledge function as a prerequisite for action? Why are knowledge gaps growing and not diminishing in a knowledge society? How much knowledge is necessary for action? How do various types of knowledge influence the steps from cognition to action? How do different representations of knowledge shape action? What impact have spatial conditions for the formation of knowledge? What is the relationship between social and geographical space? The contributors consider rationality in social and economic theories as well as in everyday life. Attention is also given to action theoretic approaches and rationality from the viewpoints of psychology, post-structuralism, and human geography, making this an attractive book for students, researchers and academics of various backgrounds. This book is open access under a CC BY 4.0 license.

John Hyman explores central problems in philosophy of action and the theory of knowledge, and connects these areas of enquiry in a new way. His approach to the dimensions of human action culminates in an original analysis of the relation between knowledge and rational behaviour, which provides the foundation for a new theory of knowledge itself.

University-Community engagement is an important part of a nation's social and economic development. An increasing focus on how knowledge is exchanged has encouraged many universities to consider their relationship and engagement with local communities. More than ever, universities are developing strategies for engaging with business, industry, government, and community, and recognise the role that they can play in the exchange of knowledge. With authorship drawn from community partners and un...

AN ESSENTIAL CONVERSATION FROM TODAY'S LEADING VOICES ON EFFECTING CHANGE IN HEALTH AND SOCIETY "The Robert Wood Johnson Foundation has changed the conversation about health in the United States." --Jo Ivey Boufford, President, New York Academy of Medicine In a society where a person's zip code is a stronger predictor of health status than their genetic profile, every public health challenge is also a challenge of equity, implementation, and policy. For better or worse, improving health requires societal change, and the scale of today's societal challenges can have a stifling effect on even the most well-intended efforts. Assembled by the Robert Wood Johnson Foundation and featuring today's most prominent voices from diverse sectors, Knowledge to Action is a collection of short conversations focused on the idea of meaningful change -- its definition, its impediments, and exploring how we can transition from research to action in health, well-being, and equity. Steeped in honesty and benefiting from the diverse experiences of an extraordinary assembly of academics, journalists, policymakers, public health practitioners, and researchers, this book offers provocative yet actionable perspectives that will benefit anyone who reads it.

By designing projects that move students from surface to deep and transfer learning through PBL, they will become confident and competent learners. Discover how to make three shifts essential to improving PBL’s overall effect: Clarity: Students should be clear on what they are expected to learn, where they are in the process, and what next steps they need to take to get there. Challenge: Help students move from surface to deep and transfer learning. Culture: Empower them to use that knowledge to make a difference in theirs and the lives of others.

The market for business knowledge is booming as companies looking to improve their performance pour millions of pounds into training programmes, consultants, and executive education. Why then, are there so many gaps between what firms know they should do and waht they actual do? This volume confronts the challenge of turning knowledge about how to improve performance into actions that produce measurable results. The authors identify the causes of this gap and explain how to close it.

Uncovering roadblocks to improvement; Diagnosing and intervening in the organization; Using key learnings to solve problem situations.

Work-based learning is Joe Raelin’s unique way of incorporating a number of action strategies—such as action learning, action science, and communities of practice—into a comprehensive framework to help people learn collectively with others. In this thoroughly updated and revised edition, he demonstrates how to engage our reflective powers to challenge those taken-for-granted assumptions that unwittingly hold us back from questioning standard ways of operating. A well-known popular author, Joe is an avid student of the many traditions that support work-based learning, so he presents an inclusive model that has wide appeal across disciplines and occupations. He provides readers with the most recent updates in the field, such as his coverage of virtual team learning, portfolios, multisource feedback, critical and global action learning, and changes in educational policy. Whether you're an organizational or college educator, this book will help you make learning accessible to everyone—and even contagious within your organization!

Knowledge how to do things is a pervasive and central element of everyday life. Yet it raises many difficult questions that must be answered by philosophers and cognitive scientists aspiring to understand human cognition and agency. What is the connection between knowing how and knowing that? Is knowledge how simply a type of ability or disposition to act? Is there an irreducibly practical form of knowledge? What is the role of the intellect in intelligent action? This volume contains fifteen state of the art essays by leading figures in philosophy and linguistics that amplify and sharpen the debate between "intellectualists" and "anti-intellectualists" about mind and action, highlighting the conceptual, empirical, and linguistic issues that motivate and sustain the conflict. The essays also explore various ways in which this debate informs central areas of ethics, philosophy of action, epistemology, philosophy of language, and philosophy of mind and cognitive science. Knowing How covers a broad range of topics dealing with tacit and procedural knowledge, the psychology of skill, expertise, intelligence and intelligent action, the nature of ability, the syntax and semantics of embedded questions, the mind-body problem, phenomenal character, epistemic injustice, moral knowledge, the epistemology of logic, linguistic competence, the connection between knowledge and understanding, and the relation between theory and practice. This is the book on knowing how--an invaluable resource for philosophers, linguists, psychologists, and others concerned with knowledge, mind, and action.