This book is a six part guide to the principalship. It covers topics including: -How to know who you are working with and how to explore their motivation. -Who are the informal leaders in your building and how to negotiate a principal's relationship with them. -How to evaluate your school staff and use them more effectively. -How to determine if your community is on your side or have already lined up for a showdown with you. This book leads principals through an examination of themselves and their motivation. It takes an unflinching look at the nature of today's principalship at all levels.

Researchers studying decision making have traditionally studied the phenomenon in the laboratory, with hypothetical decisions that may or may not involve the decision maker's values, passions, or areas of expertise. The assumption is that the findings of these well-controlled laboratory studies will shed light on the important decisions people make in their everyday lives. This book examines that assumption.
The volume begins by covering four basic phases of decision making: setting or clarifying goals, gathering information, structuring the decision, and making a final choice. Comprehensive reviews of existing literature on each of these topics is provided. Next, the author examines differences in decision making as a function of several factors not typically discussed in the literature: the type of decision being made (e.g., legal, medical, moral) and the existence of individual differences in the decision maker (developmental differences, individual differences in style or temperament, differences as a function of expertise). The author then examines the topic of group decision making, contrasting it with individual decision making. The volume concludes with some observations and suggestions for improving peoples' everyday decision making.
This book is intended for use as a core textbook or supplement for courses in psychology, education, or allied disciplines. It will also be an invaluable resource for people who work with people making decisions in various applied settings, such as schools, universities, and health care centers.

Researchers studying decision making have traditionally studied the phenomenon in the laboratory, with hypothetical decisions that may or may not involve the decision maker's values, passions, or areas of expertise. The assumption is that the findings of these well-controlled laboratory studies will shed light on the important decisions people make in their everyday lives. This book examines that assumption.
The volume begins by covering four basic phases of decision making: setting or clarifying goals, gathering information, structuring the decision, and making a final choice. Comprehensive reviews of existing literature on each of these topics is provided. Next, the author examines differences in decision making as a function of several factors not typically discussed in the literature: the type of decision being made (e.g., legal, medical, moral) and the existence of individual differences in the decision maker (developmental differences, individual differences in style or temperament, differences as a function of expertise). The author then examines the topic of group decision making, contrasting it with individual decision making. The volume concludes with some observations and suggestions for improving peoples' everyday decision making.
This book is intended for use as a core textbook or supplement for courses in psychology, education, or allied disciplines. It will also be an invaluable resource for people who work with people making decisions in various applied settings, such as schools, universities, and health care centers.

The goal of this book is to help business managers and academic researchers understand the means-end perspective and the methods by which it is used, and to demonstrate how to use the means-end approach to develop better marketing and advertising strategy. The authors discuss methodological issues regarding interviewing and coding, present applications of the means-end approach to marketing and advertising problems, and describe the conceptual foundations of the means-end approach.
This book is of interest to academic researchers in marketing and related fields, graduate students in business, marketing research professionals, and business managers. It is intended as a reference book containing ideas about the means-end approach and its applications.

This book discusses how human-centered principles and methods can be applied to improve the design of policies and projects to increase positive impacts for beneficiaries. The basic premise of human-centered design is to put beneficiaries at the heart of the design process. For policies and projects, a human-centered design approach can benefit people's lives by contributing to a deeper understanding of their challenges, aspirations, and dreams. Part 1 of the book discusses principles and methods for human-centered design and features real-world practical examples. Part 2 presents a case study on Indonesia's maritime sector to demonstrate the benefits.

Many decision problems in Operations Research are defined on temporal networks, that is, workflows of time-consuming tasks whose processing order is constrained by precedence relations. For example, temporal networks are used to model projects, computer applications, digital circuits and production processes. Optimization problems arise in temporal networks when a decision maker wishes to determine a temporal arrangement of the tasks and/or a resource assignment that optimizes some network characteristic (e.g. the time required to complete all tasks). The parameters of these optimization problems (e.g. the task durations) are typically unknown at the time the decision problem arises. This monograph investigates solution techniques for optimization problems in temporal networks that explicitly account for this parameter uncertainty. We study several formulations, each of which requires different information about the uncertain problem parameters.

Winning takes many forms. For fans of Matthew Syed, this is a great sports book about leadership, judgement and decision-making - rooted in the theory that helped Ed Smith lead England cricket to sustained success. And to help us all win more. 'An absolutely fascinating book' THE GAME, The Times football pod How do you spot the opportunities that others miss? How do you turn a team's performance around? How do you make good decisions amid a tidal wave of information? And how can you improve? As chief selector for the England cricket team, Ed Smith pioneered new methods for building successful teams and watched his decisions tested in real time on the pitch. During his three-year tenure, England averaged 7 wins in every 10 completed matches, better than they have performed before or since. Making Decisions reveals Smith's unique approach to finding success in a fast-changing and increasingly data-reliant world. The best decisions, Smith argues, rely on a combination of differing kinds of intelligence: from algorithms to intuition. This is a truth that the most successful people know: data cannot account for everything, it must be harnessed with human insight. Whatever the power of data, humans aren't finished yet. Sharing for the first time the tools he introduced as England selector, Smith's book captures the immediacy of life at the sharp end, while also exploring frameworks from the top levels of sports, business and the arts. Decision-making is revealed as a creative enterprise, not a reductive system. Making Decisions offers an invaluable guide for those who want a better framework for developing, explaining and implementing new ideas.

Brain Gains: So, You Want to Be Your Child's Learning Coach represents the final link to the first two books of the Brain Smart Trilogy. This third book recognizes the learning challenges children face each day in learning environments defined by mandated curriculums, mandated testing and shortened school years. For example, from kindergarten through high school your child will be responsible for assimilating and accommodating different school curriculums regardless that these mandated curriculums often do not take into account the many cognitive and emotional levels of each student. That is, problems can develop for those children who are not academically at the curriculum's grade level due to multiple challenges and distractions, such as adapting to the peer group, family dynamics or disharmony (divorce, child abuse etc.), delayed physiological social development and cognitive delays that could cause a life time of learning difficulties. Finally, a major strength of this book is that it offers parents and teachers the opportunity to incorporate learning techniques used by myself and other successful learning coaches and learning specialists that readers can employ for specific student learning challenges. Most importantly, parents and teachers will not only have hands-on learning techniques but their students and/or child will receive knowledge catered to their learning needs they can employ for future learning challenges.

Featuring a substantial new introduction and two new chapters in the Postscript, this new edition makes one of the most significant works on power available in paperback and online for the first time. The author extensively engages with a body of new literature to elucidate and expand upon the original work, using rational choice theory to provide: * An examination of how, due to the collective action problem, groups can be powerless despite not facing any resistance * Timely engagement with feminist accounts of power * An explanation of the relationship of structure and agency and how to measure power comparatively across societies This book's unique interaction with both classical and contemporary debates makes it an essential resource for anyone teaching or studying power in the disciplines of sociology, philosophy, politics or international relations.

This book arose out of a conference on "Epistemic Logic and the Theory of Games and Decisions" that took place in January 1994 at the Centre Inter- national de Recherches Mathematiques in Marseille. The convergence of game theory and epistemic logic has been in progress for two decades. The aim of the conference was to explore this rapprochement further by gathering spe- cialists from different professional communities, i. e. , economics, mathematics, philosophy, and computer science. Also, the organizors aimed at fostering the work centered on the issues of knowledge and belief that has recently been pursued amongst game theorists and decision theorists. The conference was funded by the following institutions: Centre National de la Recherche Sci- entifique (France), Ministere de l'Enseignement Superieur et de la Recherche (France), Association pour Ie Developpement de la Recherche en Economie et Statistique (France). It was also supported by the Human Capital and Mobility Programme of the EU, as well as, locally, by the Ville de Marseille. We would like to express our gratitude to these institutions for their generous help. Despite the success of the conference, it was not the editors' intention to circulate just another volume of proceedings in the usual style. Throughout the more than two-year editorial process, they have pursued the goal of providing a no doubt non-exhaustive, but hopefully thorough and accurate, state of the art account of a promising field of research.

If you have ever had the opportunity to observe a master craftsperson at work, one of the first things you will notice is how easy they make their work look. This principle applies to artists, athletes, plumbers and painters. It also applies to teachers. If you were fortunate enough to have some master teachers in your K to 12 schooling or for your university student teaching, you will have seen this principle at work. You will recall how easy they made teaching look. For the most part, their classes just flowed. The teacher would ask the students to do something, and the students did it. The teacher would cue the kids to transition into a new activity, and the kids transitioned. There was little conflict, few arguments, and the vast majority of classroom time was spent engaged in learning. It is a pleasure to observe these kinds of behaviors in the classrooms of master teachers, but this leaves us with an important question: how do they do it? Just how did these teachers get their students to be so cooperative and have their classroom running so smoothly? That is what THE SUCCESSFUL TEACHER'S SURVIVAL KIT: 83 simple things that successful teachers do to thrive in the classroom will show you - the kinds of things that master teachers do to make their classes work - both for themselves and for their students. You too can become a master teacher. This book will show you how.

Information we receive from and create together with our social networks is becoming increasingly important. Social information has a great impact on our information behaviour and there are many possible angles and layers in studying social aspects in information science. This book presents some of these angles. Social Information Research, co-edited by Gunilla Widen and Kim Holmberg communicates current research looking into different aspects of social information as part of information behaviour research. There is a special emphasis on the new innovations supporting contemporary information behavior and the social media context within which it can sit. As a concept, social information has been studied in biology, psychology and sociology among other disciplines. This book is relevant for various actors in the library and information science field and will be useful for researchers, educators, and practitioners while coordinating empirical research on social information and providing an overview of some of the present research about social information.

'An endlessly fascinating tour of the many different factors influencing our decision-making and reasoning' David Robson, author of The Intelligence Trap 'An eye-opening and engaging richness of information that gives us a detailed insight into the strengths and weaknesses of human behaviour' Melissa Hogenboom, author of The Motherhood Complex Do emotions really cloud your thinking? Are habits holding you back? Is AI manipulating your mind? Does IQ help you think better? Every one of our thoughts, actions, moods and decisions is shaped by a whole array of factors, most of which we don't pay any attention to. From culture, time and language to genetics, technology and the microorganisms living inside us - even our own unconscious routines and habits - it's clear that we aren't always in the driving seat. The good news is that by better understanding the external and internal forces at work, we can minimise their impact on our lives. Drawing on rigorous interdisciplinary research, leading science journalists Miriam Frankel and Matt Warren bring us extraordinary stories and studies that open our eyes to the inner workings of the mind, challenge our thought processes and improve our decision-making. Most of all, Are You Thinking Clearly? is a rallying cry to know yourself, think broadly, think boldly - and to listen. 'Essential reading for anyone who wants to understand why their beliefs, mistakes, emotions and intuitions are the way they are' Richard Gray, BBC Future

Provides the reader with a perspective on the efficient operation of complicated systems.
* Spreadsheets are used to employ and teach techniques.
* Includes the facets of probability that relate to decision making.

Educators and instructional leaders in today's schools are under tremendous pressure and time constraints. They have high stakes requirements to show performance achievement of students in their schools and classrooms. The relentless conflict they face is the task of managing the constant disruptions and challenges that exist in a demanding, answer-now world. We must have the tools to respond to these in an efficient and effective manner, so that we can get back to our most important work: helping students learn and grow into successful young adults. Included in this text are quick references for the busy educator to utilize. They are tools developed over decades by educators who recognize the urgency of their work and how they must not be deflected by aggravations of time consuming, emotionally exhausting challenges. Accompanying anecdotal evidence are time tested and research-based practices. If you have ever experienced the challenges of costly arguments, political motives, or minutiae that steer you away, pick up this book for an account of how to favorably alter this fast and effectively!

Faculty recruitment is a major expense for colleges and universities, and schools devote a considerable amount of their resources to the hiring process. But many of these institutions fail to devote the same attention to retaining college professors. We've learned through many studies that it's far less expensive to retain a student you have than to recruit a new one. Why is this lesson not also applied to the college faculty? This book addresses why higher education currently has a faculty retention problem and then explores the strategies needed to address that problem. But now all faculty members are alike. Minority faculty members have their own retention challenges, as do highly competitive researchers, part-time and temporary faculty members who excel at teaching, and other ley groups. The best ways to retain the junior faculty are not necessarily the best ways to retain mid-career and senior faculty. By examining best practices currently in place in higher education, and then combining those insights with research conducted in the corporate world, the book encourages colleges and universities to develop a culture of retention that applies to students and faculty members alike.

Arms Procurement Decision-Making Processes is a comparative analysis of the arms procurement decision-making processes in five countries China, India, Israel, Japan, and South Korea. It examines whether or not national arms procurement processes, even as they involve sensitive security issues and complex systems, can become more responsive to the broader objectives of security and public accountability. The country case studies are based to a large extent on original research papers written by experts from the respective national academic and defence procurement communities.

Economic players must often choose between several strategic options in a fierce competitive environment where interactions with competitors make decisions particularly complex. Game theory offers useful insights to choose an optimal decision or at least a basis for making rational decision given the constraints of the stakeholders' environment. In presenting the concepts and the logical structure of the reasoning offered by game theory and their applications, the book explains the rational process of decision making in the framework of firm management and market competition. By avoiding the usual complexity of presentation often due to mathematical formalism, the book proposes a reflection and practical insights of game theory for practitioners (managers, strategists) and social, managerial and economic researchers. The book will expose both general teachings and a comprehensive analysis applied to specific case studies of various sectors of the economy.

Do the reasons we have for acting as we do derive from our concerns and desires, or are there objective values in the world that we are rationally required to pursue and protect? Alan Goldman argues for the internalist or subjectivist view of practical reasons on the grounds that it is simpler, more unified, and more comprehensible than the rival objectivist position. He provides a naturalistic account of practical rationality in terms of coherence within sets of desires or motivational states, and between motivations, intentions, and actions. Coherence is defined as the avoidance of self-defeat, the defeat of one's own deepest concerns. The demand for coherence underlies both practical and theoretical reason and derives from the natural aims of belief and action. In clarifying which desires create reasons, drawing on the literature of cognitive psychology, Goldman offers conceptual analyses of desires, emotions, and attitudes. Reasons are seen to derive ultimately from our deepest occurrent concerns. These concerns require no reasons themselves but provide reasons for many more superficial desires.
In defense of this theory, Goldman argues that rational agents need not be morally motivated or concerned for their narrow self-interest. Objective values would demand such concern. They would be independent of our desires but would provide reasons for us to pursue and protect them. They would require rational agents to be motivated by them. But, Goldman argues, we are not motivated in that way, and it makes no sense to demand that our informed and coherent desires be generally other than they are. We need not appeal to such objective values in order to explain how our lives can be good and meaningful.
Reasons from Within will appeal to anyone interested in the nature of values and reasons, particularly students of philosophy, psychology, and decision theory.

What is a fair distribution of resources and other goods when individuals are partly responsible for their achievements? This book develops a theory of fairness incorporating a concern for personal responsibility, opportunities and freedom. With a critical perspective, it makes accessible the recent developments in economics and philosophy that define social justice in terms of equal opportunities. It also proposes new perspectives and original ideas. The book separates mathematical sections from the rest of the text, so that the main concepts and ideas are easily accessible to non-technical readers. It is often thought that responsibility is a complex notion, but this monograph proposes a simple analytical framework that makes it possible to disentangle the different concepts of fairness that deal with neutralizing inequalities for which the individuals are not held responsible, rewarding their effort, respecting their choices, or staying neutral with respect to their responsibility sphere. It dwells on paradoxes and impossibilities only as a way to highlight important ethical options and always proposes solutions and reasonable compromises among the conflicting values surrounding equality and responsibility. The theory is able to incorporate disincentive problems and is illustrated in the examination of applied policy issues such as: income redistribution when individuals may be held responsible for their choices of labor supply or education; social and private insurance when individuals may be held responsible for their risky lifestyle; second chance policies; the measurement of inequality of opportunities and social mobility.

Shanti S. Gupta has made pioneering contributions to ranking and selection theory; in particular, to subset selection theory. His list of publications and the numerous citations his publications have received over the last forty years will amply testify to this fact. Besides ranking and selection, his interests include order statistics and reliability theory. The first editor's association with Shanti Gupta goes back to 1965 when he came to Purdue to do his Ph.D. He has the good fortune of being a student, a colleague and a long-standing collaborator of Shanti Gupta. The second editor's association with Shanti Gupta began in 1978 when he started his research in the area of order statistics. During the past twenty years, he has collaborated with Shanti Gupta on several publications. We both feel that our lives have been enriched by our association with him. He has indeed been a friend, philosopher and guide to us.