Eric johnston - same same but different


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And for all the details about the wedding – including Simpson’s exclusive wedding album – pick up the new issue of PEOPLE, on newsstands Friday

Clark: And there’s a point where after the research, there’s a team of people thinking about what does the world look like? There’s a team of people thinking what’s the story gonna be about? There’s a team of people who are saying, how are we gonna create these animals? What technology do we need? So there’s a lot of things happening in parallel that are just about exploration. And then as the story starts to evolve, you start to realize what do we actually need to be built? What character, what types of animals do we actually need for the story? All of those things start to come to light.

This gives a distinctive sense to the claim that a criterion of personal identity is to be constitutive, not merely evidential: in order for a relation R to be constitutive for personal identity, it must be the case that, necessarily, if some past or future Y stands in an R -relation to X, then X is identical with Y. Hence, many elements of our successful everyday reidentification practices, such as physical appearance, fingerprints, or signatures, are inadequate if considered as constituting ingredients of personal identity relations: for example, if the man in the crowd is wearing a Yankees jacket, this might be sufficient evidence for you to conclude that he is your friend Larry. However, wearing a Yankees jacket is not what it is for Larry to persist through time: neither did Larry come into existence when he wore the jacket for the first time nor does he die when he takes it off.

Four-Blocks® Literacy Model
Cunningham et al.’s (1998) literacy program known as Four-Blocks® attempts to meet the needs of as many learners as possible through a multilevel, hands-on, developmentally appropriate literacy model. Based on earlier studies (Cunnigham, Hall, & Defee, 1991), their later research was designed “to figure out how to provide reading instruction to children with a wide range of entering levels without putting them in fixed ability groups.” (Cunningham, Hall, & Defee, 1998, p. 652)


Eric Johnston - Same Same But DifferentEric Johnston - Same Same But DifferentEric Johnston - Same Same But DifferentEric Johnston - Same Same But Different

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