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      "body": "Congratulations @otherone! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@otherone/community.png</td><td>Thank you for the witness votes you made to support your Steem community and for keeping the Steem blockchain decentralized</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@otherone) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=otherone)_</sub>\n\n\n**Do not miss the last post from @steemitboard:**\n<table><tr><td><a href=\"https://steemit.com/steemitboard/@steemitboard/use-your-witness-votes-and-get-the-community-badge\"><img src=\"https://steemitimages.com/64x128/https://cdn.steemitimages.com/DQmTugCUsoXX762vg1CuHRrpnPbfnjPogp8iCGv7F2kSVuj/image.png\"></a></td><td><a href=\"https://steemit.com/steemitboard/@steemitboard/use-your-witness-votes-and-get-the-community-badge\">Use your witness votes and get the Community Badge</a></td></tr></table>\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "body": "Congratulations @otherone! You have completed the following achievement on Steemit and have been rewarded with new badge(s) :\n\n[![](https://steemitimages.com/70x70/http://steemitboard.com/notifications/firstcomment.png)](http://steemitboard.com/@otherone) You made your First Comment\n\n<sub>_Click on the badge to view your Board of Honor._</sub>\n<sub>_If you no longer want to receive notifications, reply to this comment with the word_ `STOP`</sub>\n\n\n\n**Do not miss the last post from @steemitboard:**\n[SteemitBoard and the Veterans on Steemit - The First Community Badge.](https://steemit.com/veterans/@steemitboard/steemitboard-and-the-veterans-on-steemit-the-first-community-badge)\n\n> Do you like [SteemitBoard's project](https://steemit.com/@steemitboard)? Then **[Vote for its witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1)** and **get one more award**!",
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      "body": "The term content knowledge refers to the body of knowledge and information that teachers teach and that students are expected to learn in a given subject or content area, such as English language arts, mathematics, science, or social studies. Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned in specific academic courses, rather than to related skills—such as reading, writing, or researching—that students also learn in school.\n\nWhile the term may be considered unnecessary jargon by some, the use of “content knowledge” has grown significantly in recent decades, in large part because educators now commonly use the term as a shorthand way to articulate a useful technical distinction between “knowledge” and “skills” (see Debate below for further discussion).\n\nFor related discussions, see core course of study, curriculum, and learning standards.\n\nReform\nIn recent decades, public-school teachers have been required, in most cases, to attain certification in the subject area they teach, which can require education and training beyond a four-year college degree. Many teachers earn a master’s degree in education or in a specific academic field, such as biology, chemistry, or physics, for example.\n\nIn general, the push to increase certification or educational requirements for teachers is based, in part, on research and other evidence suggesting that teachers who are highly knowledgeable in a specific field tend to be more effective teachers. For example, a teacher with a master’s degree in biology may, on average, be less effective teaching a chemistry course than a teacher with an advanced degree in chemistry. Such findings have prompted discussion about whether it is more important for teachers to be highly educated in a specific content area, such as physics, rather than in general science education or educational theory, for example. In addition, some educators, researchers, and reformers argue that teachers also need to develop strong “pedagogical content knowledge”—i.e., mastery of both subject-area knowledge and the most effective ways to teach students that specific subject.\n\nIn elementary schools, teachers have traditionally taught multiple content areas to a class of students, and most elementary schools continue to use this model. Some schools, however, are assigning teachers to subject-specific courses or lessons based on their particular expertise and training, and students are moved from class to class or teacher to teacher throughout the day. When used with younger students, this approach can be controversial, since some educators and parents believe that moving students from teacher to teacher can inhibit the development of strong relationships with adults and adversely affect learning.\n\nDebate\nOne ongoing debate related to content knowledge centers on the distinction between “knowledge” and “skills,” and whether it is more important for schools to emphasize the teaching of knowledge or the teaching of skills. Some educators argue that it’s not possible to teach academic and intellectual skills—e.g., reading, writing, critical thinking, problem solving, researching—separate from content knowledge and conceptual understanding, given that students can’t learn to write well, for example, if they don’t have ideas, facts, principles, and philosophies to write about. While some educators contend that academic and intellectual skills can’t be separated out from subject-area knowledge and instruction, others may argue that “cross-disciplinary skills” have historically been ignored or underprioritized in schools, and the push to give more attention to these skills is simply a commonsense response to a changing world. Still others may argue that the “knowledge vs. skill” debate is not only a distraction, given that students need to be taught both knowledge and skills, but that it’s a false dichotomy because it’s impossible to learn skills without content or learn content without skills (i.e., the distinction only exists in the abstract; in the real world, the two are inextricably connected and interdependent).\n\n\nThe Glossary of Education Reform by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.",
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      "body": "CONCEPTS OF SYSTEMS THEORY\n\nA system is characterized by a group of parts that interact to form a coherent whole. Systems have distinct boundary separating them from external elements and distinguishing between inputs, or factors that impact the system, and outputs, or effects and products of the system. Systems may also have feedback loops, which occur when outputs of a system return as inputs, forming a circuit. Changes in one component of a system will affect other components as well as the overall entity. This dynamic makes it possible to predict what might happen when a system experiences a known change.\n\n![Complex_systems_organizational_map.jpg](https://cdn.steemitimages.com/DQmTQd1kgXdhZ8Bkekba38M8uawykDgn9k4VfGPC8NV9pNi/Complex_systems_organizational_map.jpg)\n\n\nSYSTEMS THEORY AND SYSTEMIC PSYCHOTHERAPY\n\nThe efficacy of family systems therapy has motivated researchers and mental health experts to apply its primary principles to other groups of people. This new approach, called systemic psychotherapy or systemic therapy, helps groups gain insight into how each member’s role within a group may affect its functionality. It can be applied to organizations, communities, or businesses. Systemic psychotherapy has expanded into a nondirective, multifaceted treatment method currently applied in a variety of circumstances. Systemic psychotherapy has been found effective in addressing issues including:\n\n}Anxiety\n}Body image issues\n}Eating issues\n}Depression\n}Substance abuse\n}Relationship issues\n\nA notable dynamic of systemic psychotherapy is its emphasis that a family or community plays a vital role in its own recovery and psychological health. As a result, families, couples, or members of an organization are directly involved in their own therapy to resolve an issue, and individual participants can begin transforming their own behaviors to be more adaptive and productive.\n\n\nCONCERNS AND LIMITATIONS\n\nOne criticism of systemic psychotherapy is that it neglects the past perspective when addressing issues. In some cases, looking at an individual’s history with a mental health concern may be crucial to reaching a solution. \n\n\n\n![hqdefault.jpg](https://cdn.steemitimages.com/DQmXeTerUB35Qjh8ymuYqJnLcNwfBtNcz1QY7UTWATSpJLZ/hqdefault.jpg)\n\nGeneral systems theory is about broadly applicable concepts and principles, as opposed to concepts and principles applicable to one domain of knowledge. It distinguishes dynamic or active systems from static or passive systems. Active systems are activity structures or components that interact in behaviours and processes. Passive systems are structures and components that are being processed. E.g. a program is passive when it is a disc file and active when it runs in memory.\nThe field is related to systems thinking and systems engineering.",
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      "title": "System Theory \"A system and its output\"",
      "body": "CONCEPTS OF SYSTEMS THEORY\n\nA system is characterized by a group of parts that interact to form a coherent whole. Systems have distinct boundary separating them from external elements and distinguishing between inputs, or factors that impact the system, and outputs, or effects and products of the system. Systems may also have feedback loops, which occur when outputs of a system return as inputs, forming a circuit. Changes in one component of a system will affect other components as well as the overall entity. This dynamic makes it possible to predict what might happen when a system experiences a known change.\n\n![Complex_systems_organizational_map.jpg](https://cdn.steemitimages.com/DQmTQd1kgXdhZ8Bkekba38M8uawykDgn9k4VfGPC8NV9pNi/Complex_systems_organizational_map.jpg)\n\n\nSYSTEMS THEORY AND SYSTEMIC PSYCHOTHERAPY\n\nThe efficacy of family systems therapy has motivated researchers and mental health experts to apply its primary principles to other groups of people. This new approach, called systemic psychotherapy or systemic therapy, helps groups gain insight into how each member’s role within a group may affect its functionality. It can be applied to organizations, communities, or businesses. Systemic psychotherapy has expanded into a nondirective, multifaceted treatment method currently applied in a variety of circumstances. Systemic psychotherapy has been found effective in addressing issues including:\n\n}Anxiety\n}Body image issues\n}Eating issues\n}Depression\n}Substance abuse\n}Relationship issues\n\nA notable dynamic of systemic psychotherapy is its emphasis that a family or community plays a vital role in its own recovery and psychological health. As a result, families, couples, or members of an organization are directly involved in their own therapy to resolve an issue, and individual participants can begin transforming their own behaviors to be more adaptive and productive.\n\n\nCONCERNS AND LIMITATIONS\n\nOne criticism of systemic psychotherapy is that it neglects the past perspective when addressing issues. In some cases, looking at an individual’s history with a mental health concern may be crucial to reaching a solution. \n\n\n\n![hqdefault.jpg](https://cdn.steemitimages.com/DQmXeTerUB35Qjh8ymuYqJnLcNwfBtNcz1QY7UTWATSpJLZ/hqdefault.jpg)\n\nGeneral systems theory is about broadly applicable concepts and principles, as opposed to concepts and principles applicable to one domain of knowledge. It distinguishes dynamic or active systems from static or passive systems. Active systems are activity structures or components that interact in behaviours and processes. Passive systems are structures and components that are being processed. E.g. a program is passive when it is a disc file and active when it runs in memory.\nThe field is related to systems thinking and systems engineering.",
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      "body": "First of all, what is game theory about?\n\nGame theory is the study of how and why people make decisions. \nIt helps people understand parts of science and politics.\n\n![th (1).jpeg](https://cdn.steemitimages.com/DQmUAt3qkSs79NBLBHCRmnqCykUd69pbr3bYGxJQgRgcbWK/th%20(1).jpeg)\n\nIts is the process of modeling the strategic interaction between two or more players in a situation containing set rules and outcomes. While used in a number of disciplines,\ngame theory is most notably used as a tool within the study of economics.\nThe economic application of game theory can be a valuable tool to aide in the fundamental analysis of industries, sectors and any strategic interaction between two or more firms.\n\n///\nGeneral equilibrium theory>>> can be viewed as a specialized branch of game theory that deals with trade and production, and typically with a relatively large number of individual consumers and producers. It is widely used in the macroeconomic analysis of broad based economic policies such as monetary or tax policy, in finance to analyze stock markets, to study interest and exchange rates and other prices. In recent years, political economy has emerged as a combination of general equilibrium theory and game theory in which the private sector of the economy is modeled by general equilibrium theory, while voting behavior and the incentive of governments is analyzed using game theory. Issues studied include tax policy, trade policy, and the role of international trade agreements.\n\n\nDecision theory>>> can be viewed as a theory of one person games, or a game of a single player against nature. The focus is on preferences and the formation of beliefs. The most widely used form of decision theory argues that preferences among risky alternatives can be described by the maximization of the expected value of a numerical utility function, where utility may depend on a number of things, but in situations of interest to economists often depends on money income. Probability theory is heavily used in order to represent the uncertainty of outcomes, and Bayes Law is frequently used to model the way in which new information is used to revise beliefs. Decision theory is often used in the form of decision analysis, which shows how best to acquire information before making a decision.\n\n\nMechanism design theory>>> differs from game theory in that game theory takes the rules of the game as given, while mechanism design theory asks about the consequences of different types of rules. Naturally this relies heavily on game theory. Questions addressed by mechanism design theory include the design of compensation and wage agreements that effectively spread risk while maintaining incentives, and the design of auctions to maximize revenue, or achieve other goals.\n///\n\n\nWe'll take an introductory look at game theory and the terms involved, and introduce you to a simple method of solving games, called backwards induction.\n\n- Game: Any set of circumstances that has a result dependent on the actions of two of more decision-makers (players)\n\n-Information set: The information available at a given point in the game. The term information set is most usually applied when the game has a sequential component.\n\n-Players:  A strategic decision-maker within the context of the game\n\n-Strategy: A complete plan of action a player will take given the set of circumstances that might arise within the game\n\nEquilibrium: The point in a game where both players have made their decisions and an outcome is reached.\n\n-Payoff: The payout a player receives from arriving at a particular outcome. The payout can be in any quantifiable form, from dollars to utility.\n\nThis video shows you the behavior and outcomes of two or more people in a non-cooperative situation:\n\n\nhttps://youtu.be/Xik2ZOrRvzU\n\n\n\n\nOne way to describe a game is by listing the players (or individuals) participating in the game, and for each player, listing the alternative choices (called actions or strategies) available to that player. In the case of a two-player game, the actions of the first player form the rows, and the actions of the second player the columns, of a matrix. The entries in the matrix are two numbers representing the utility or payoff to the first and second player respectively. A very famous game is the Prisoner's Dilemma game. In this game the two players are partners in a crime who have been captured by the police. Each suspect is placed in a separate cell, and offered the opportunity to confess to the crime. The game can be represented by the following matrix of payoffs.\n\n![th.jpg](https://cdn.steemitimages.com/DQmcbeYKeJyzcv5bKb8K4Vsm2A9WGVVmcJpKc1n8mX1D6fN/th.jpg)\n\nGAME-THEORETIC DISTRIBUTED CONTROL:\n\nIt focuses on systems where decision making is distributed throughout the system. More formally, each system comprises several individual subsystems, each constrained to making independent decisions in response to locally available information. Some examples are the following:\n\n////\n1. Area coverage: In coverage problems, a collection of mobile sensors in an unknown environment seeks to maximize the area under surveillance. Furthermore, some portions of the environment may carry more weight than others. Applications range from following a drifting spill to intruder detection.\n\n2. Wind farms: Wind farm control seeks to optimize the power production. Employing control strategies where the individual turbines independently optimize their own power production is not optimal with regard to optimizing the power production in the wind farm (67–70).\n\n3. Area coverage: In coverage problems, a collection of mobile sensors in an unknown environment seeks to maximize the area under surveillance. Furthermore, some portions of the environment may carry more weight than others. Applications range from following a drifting spill to intruder detection\n\nThe overarching goal of such distributed control problems is to characterize admissible decision-making policies for the individual subsystems that ensure the emergent collective behavior is desirable.\n////\n\n\nSummary:\n\nDuopolies are commonly used when explaining sequential games, because they model the interdependence between two firms. We learn in this Learning Path how duopolists react to each other’s actions, how collusions work and how repeated sequential games may change the essence of a game.\n\n![th (2).jpeg](https://cdn.steemitimages.com/DQmRDVuKN3aTsBSCqB43udDRH6K8Wi3uEKYWKTPYdx1yRWW/th%20(2).jpeg)\n\n\nGood video series, in my opinion:\n\nhttps://www.youtube.com/watch?list=PLKI1h_nAkaQoDzI4xDIXzx6U2ergFmedo&v=NSVmOC_5zrE\n\nMore to come :)\nFee free to follow.\nHave a nice day!",
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