What if you had the power to change ANYTHING in your life? Finances, Health, Happiness, even your DNA. Mind Change will help give you the tools to tap into the tremendous potential of the Mind/Body connection. In a world full of "life hacks," you can finally learn how to "hack" into the biochemistry of your brain. The information within this book has helped countless people transform their lives by changing their minds.

After finding herself at death's door and then healing from numerous "incurable" diseases, Heather McKean was on a mission to help empower others to have their own success story. After diving into the cutting edge information on neuroplasticity, epigenetics, psychoneuroimmunology and more...Mind Change takes key research and ideas and makes them practical and easy to digest. Using concepts from Neuro-Linguistic Programming, Hypnosis, EMDR, EFT, and many other useful tools, Mind Change takes all of the best information and slims it down into a few fast and easy-to-follow steps.

Whether you have "tried everything" and you are still stuck in pain, dis-ease, depression, bad relationships, addiction or you are simply not living your BEST life; Mind Change will enable you to live a healthier and happier life. If you are tired of living in a powerless or victimized state and you are ready to challenge everything you thought you knew, then Mind Change is for you!

Are you ready to change your mind? It's time to explore the newest and most unfamiliar territory known to man...the landscape of our mind. See you on the other side!

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.

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.

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.

Sounding the Alarm in the Schoolhouse: Safety, Security, and Student Well-Being was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.

Teaching in the Age of Disinformation makes a case for the importance of developing students' intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this "alternate truth" era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. "A pleasure to read," the book draws on the author's long and extensive experience in teaching, writing and research with "teaching for thinking," and offers teachers research-tested ways to incorporate the development of students' intelligent habits of mind in their daily classroom work.

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.

Der Bilinguale Unterricht in Deutschland entwickelt sich derzeit zu einem Regelangebot. Bei dieser Entwicklung wird jedoch die sachfachliche Kompetenz in Theorie, Forschung und Praxis noch nicht im wunschenswerten Masse berucksichtigt. In der europaischen Diskussion um Content and Language Integrated Learning interessiert vor allem die fremdsprachliche Kompetenz. Die Rolle der schulischen Erstsprache sowie der Aufbau fachlicher Literalitat in zwei Sprachen werden kaum berucksichtigt. Dieser Band bilanziert die Entwicklung des Bilingualen Unterrichts. Er vereint Beitrage aus Forschung, Ausbildung und Schule, die sich aus unterschiedlichen Fachperspektiven mit seinen derzeitigen Herausforderungen befassen. Eine konzeptuelle Klarung und Weiterentwicklung des Bilingualen Unterrichts sowie der darauf bezogenen Lehrerbildung scheinen notwendig. Dazu soll dieses Buch einen Diskussionsbeitrag leisten.

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.

Recent legal developments challenge how valid the concept of mental capacity is in determining whether individuals with impairments can make decisions about their care and treatment. Kong defends a concept of mental capacity but argues that such assessments must consider how relationships and dialogue can enable or disable the decision-making abilities of these individuals. This is thoroughly investigated using an interdisciplinary approach that combines philosophy and legal analysis of the law in England and Wales, the European Court of Human Rights, and the United Nations Convention on the Rights of Persons with Disabilities. By exploring key concepts underlying mental capacity, the investigation concludes that both primary relationships and capacity assessments themselves must display key competencies to ensure that autonomy skills are promoted and encouraged. This ultimately provides scope for justifiable interventions into disabling relationships and articulates the dialogical practices that help better situate, interpret, and understand the choices and actions of individuals with impairments.

A Guide to Organizational Strategies for Thinking and Writing offers teachers and students ten patterns for arranging ideas that will expand their repertoire of organizational skills. Each pattern is illustrated by passages that model the strategy, and each is accompanied by an assignment that invites application and practice. Models that encompass a wide range of subjects-literature, history, science, mathematics-are provided for students in the early grades, in middle school, and in high school or college. Teachers will find the first part of the book helpful in planning writing instruction, not just for language arts but for any subject that requires English exposition. Students, from emerging to accomplished writers, will benefit from reading the passages and completing the assignments. The strategies include six basic approaches-chronological, spatial, topical, comparison, contrast, comparison contrast-and four less well-known patterns-traditional narrative, point counterpoint, question-answer, and extended analogy. The book concludes with a lesson in modeling rhythm and rhyme in poetry. Some other key features of this book include: *Ready-to-use assignments *A bonus lesson on modeling rhythm and rhyme *Leads to additional resources *An introduction to modeling prose passages

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!

Baron argues that our well-meant and deeply felt intuitions about what is right often prevent us from achieving the results we want. Rather than banishing these intuitions, he suggests that they should take a secondary role, and that we base our decisions affecting the common good on an understanding of consequences, results, and effects.

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!

Experienced base jumpers and other extreme sports athletes have one unwritten rule: self-knowledge. The way you think and the choices you make determine who you are and who you will become. If you know yourself, you will dare to take risks, to go your own way and to change. This rule goes for professionals who aim for high performances too. If you want your performances to have a positive drive, you first have to get to know yourself. Dare to Jump helps you to overcome your fears and gives you three power skills with which you can become the best version of yourself. Someone with a boundless mind-set, a sharp focus and a great amount of trust. You learn why focus is the new IQ, how to train yourself to enter the right flow, and how you build the level of trust within your team.

This book makes a case for a STEM-based approach across the curriculum by highlighting the potential impacts of rapid societal change, newly emerging information technologies, and the increasing demand for a new generation of skillful and well-rounded citizens and workers. The book discusses how thinking skills, collaborative learning, communications-related information technologies, science and math, language and literacy, and arts education can be used as mutually reinforcing instruments in preparing young learners. The role of the family, teachers, and school administration in creating an environment where young students can stand a chance is also articulated. Above all, the book reiterates the value of pedagogically attuned teachers who are sensitive to the diversity of backgrounds and capabilities of students. They will oversee and guide the transformation of young learners who will be trained to trust their creativity, humanity, and critical thinking skills in navigating the 21st century world.

Bounded Thinking offers a new account of the virtues of limitation management: intellectual virtues of adapting to the fact that we cannot solve many problems that we can easily describe. Adam Morton argues that we do give one another guidance on managing our limitations, but that this has to be in terms of virtues and not of rules, and in terms of success-knowledge and accomplishment-rather than rationality. He establishes a taxonomy of intellectual virtues, which includes 'paradoxical virtues' that sound like vices, such as the virtue of ignoring evidence and the virtue of not thinking too hard. There are also virtues of not planning ahead, in that some forms of such planning require present knowledge of one's future knowledge that is arguably impossible. A person's best response to many problems depends not on the most rationally promising solution to solving them but on the most likely route to success given the profile of intellectual virtues that the person has and lacks. Morton illustrates his argument with discussions of several paradoxes and conundra. He closes the book with a discussion of intelligence and rationality, and argues that both have very limited usefulness in the evaluation of who will make progress on which problems.

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.

Every day decision making in complex human-centric systems are characterized by imperfect decision-relevant information. The principal problems with the existing decision theories are that they do not have capability to deal with situations in which probabilities and events are imprecise. In this book, we describe a new theory of decision making with imperfect information. The aim is to shift the foundation of decision analysis and economic behavior from the realm bivalent logic to the realm fuzzy logic and Z-restriction, from external modeling of behavioral decisions to the framework of combined states.This book will be helpful for professionals, academics, managers and graduate students in fuzzy logic, decision sciences, artificial intelligence, mathematical economics, and computational economics.

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.