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.

What if our ability to make decisions was more a matter of chance than a rational process? It has long been recognized that the mind decides, the body obeys. However, as the author of this book argues, in reality it might just be the opposite. The decision-making process is produced by cerebral matter. It is a random phenomenon that results from competing processes within a network whose architecture has changed little since the first vertebrates. This book presents a 'bottom-up' approach to understanding decision making, starting from the fundamental question: what are the basic properties that a neural network of decision making needs to possess? Combining data drawn from phylogeny and physiology, the book provides a general framework for the neurobiology of decision-making in vertebrates, and explains how it evolved from the lamprey to the apes. It also looks at the consequences of such a framework: how it impacts our capacity for reasoning, and considers some aspects of the pathophysiology of higher brain functions. It ends with an open discussion of more philosophical concepts such as the nature of Free-will. Written in a lively and accessible style, the book presents an exciting perspective on understanding decision making.

Die aus dem Zusammentreffen von stagnierenden Bildungsbudgets und tendenziell weiter steigenden Anforderungen an die Bildungssysteme entstandene Verscharfung der finanziellen Engpasssituation hat die Frage nach dem optimalen Einsatz der zur Verfugung stehenden Mittel immer dringender werden lassen. Ihr galt das Hauptaugenmerk einer internationalen bildungsoekonomischen Fachtagung, die im September 1999 am Deutschen Institut fur Internationale Padagogische Forschung (DIPF) in Frankfurt am Main stattfand. Die dort prasentierten Beitrage sind in diesem Band dokumentiert. Das thematische Spektrum reicht von Situationsbeschreibungen und -analysen (z.B. zur Produktivitatsentwicklung im Schulbereich) uber steuerungstheoretische Abhandlungen und die Evaluation neuer Steuerungskonzepte bis hin zu Problemen der Verbesserung der bildungsfinanzstatistischen Datenbasis und Erfahrungen mit Optimierungsmodellen bei der Schulstandortplanung. Der Band richtet sich an Interessenten aus Bildungspolitik, Bildungsverwaltung, Wirtschafts- und Erziehungswissenschaften.

Amazingly, the complexities of voting theory can be explained and resolved with comfortable geometry. A geometry which unifies such seemingly disparate topics as manipulation, monotonicity, and even the apportionment issues of the US Supreme Court. Although directed mainly toward students and others wishing to learn about voting, experts will discover here many previously unpublished results. As an example, a new profile decomposition quickly resolves the age-old controversies of Condorcet and Borda, demonstrates that the rankings of pairwise and other methods differ because they rely on different information, casts serious doubt on the reliability of a Condorcet winner as a standard for the field, makes the famous Arrow's Theorem predictable, and simplifies the construction of examples.

In his entertaining and informative book "Graphic Discovery," Howard Wainer unlocked the power of graphical display to make complex problems clear. Now he's back with "Picturing the Uncertain World," a book that explores how graphs can serve as maps to guide us when the information we have is ambiguous or incomplete. Using a visually diverse sampling of graphical display, from heartrending autobiographical displays of genocide in the Kovno ghetto to the "Pie Chart of Mystery" in a "New Yorker" cartoon, Wainer illustrates the many ways graphs can be used--and misused--as we try to make sense of an uncertain world.

"Picturing the Uncertain World" takes readers on an extraordinary graphical adventure, revealing how the visual communication of data offers answers to vexing questions yet also highlights the measure of uncertainty in almost everything we do. Are cancer rates higher or lower in rural communities? How can you know how much money to sock away for retirement when you don't know when you'll die? And where exactly did nineteenth-century novelists get their ideas? These are some of the fascinating questions Wainer invites readers to consider. Along the way he traces the origins and development of graphical display, from William Playfair, who pioneered the use of graphs in the eighteenth century, to instances today where the public has been misled through poorly designed graphs.

We live in a world full of uncertainty, yet it is within our grasp to take its measure. Read "Picturing the Uncertain World" and learn how.

There is no shortage of books on decision making-books that tell you how irrational you are, how being rational is holding you back or how competing brain systems cause chaos with your ability to choose wisely. All of these make it difficult to decide how to decide. DECIDE cuts through the clutter. Part science and part practice, DECIDE follows Tremaine's decade long quest to answer the question: what is a good decision and how do I make one? The answer is illustrated with examples from her pioneering work in building decision-making systems for teams up to large multinational organisations. Tremaine's straight talk and use of the latest (and most reliable) research lead you on a path of discovery as you unpack your own decision-making process, plug the holes in it and learn new skills to ensure that you make the best possible decisions. DECIDE is an indispensable guide for individuals, teams and leaders.

This innovative textbook makes the tools and applications of game theory and strategic reasoning both fascinating and easy to understand. Each chapter focuses a specific strategic situation as a way of introducing core concepts informally at first, then more fully, with a minimum of mathematics. At the heart of the book is a diverse collection of strategic scenarios, not only from business and politics, but from history, fiction, sports, and everyday life as well. With this approach, students don't just learn clever answers to puzzles, but instead acquire genuine insights into human behaviour. Written for major courses in economics, business, political science, and international relations, this textbook is accessible to students across the undergraduate spectrum.

Braucht die Schule objektivierte Tests? Die Leistungstests der 70er Jahre sind durch die Oberstufenreform und die veranderten curricularen Voraussetzungen groesstenteils uberholt. Andererseits treten Tests als Mittel der Lernfoerderung durch Sprachstandsdiagnose zunehmend in den Vordergrund. Die Arbeit stellt die Entwicklung eines lernzielbezogenen Grammatiktests vor, der auf den Vorgaben der Richtlinien fur die Sekundarstufe 1 beruht. Vor diesem Hintergrund werden die Schwierigkeiten der Integration von Haupt- und Realschulern, die mit qualifiziertem Abschluss in die gymnasiale Oberstufe wechseln, dargestellt. Allein in Nordrhein-Westfalen sind dies jedes Jahr mehr als 8000 Schuler. In der vorliegenden Schrift werden erstmals die unterschiedlichen Voraussetzungen empirisch evaluiert und die Moeglichkeiten zur Lernfoerderung auf der Basis einer Diagnose aufgezeigt.