Philosophers, social scientists, and laymen have used two perspectives in analyzing social action. One sees man's action as the result of causal forces, and the other sees action as purposive and goal directed. Mathematical treatment of social action has shown this same dichotomy. Some models of behavior describe a causal process, in which there is no place for intention or purpose. Most stochastic models of behavior, whether individual or group, are like this. Another body of work, however, employs purpose, anticipation of some future state, and action designed to maximize the proximity to some goal. Classical microeconomic theory, statistical decision theory, and game theory exemplify this direction.This book examines these two directions of work, and makes original contributions to the second. An introductory chapter outlines these two bodies of work, and casts them in a common frame, to display their similarities and differences. Chapter 2 reviews at length recent work in stochastic processes that makes up the first body of work, which sees social action as the resultant of causal forces. The remaining chapters develop a mathematical framework for the study of systems of social action using a purposive theoretical base. These chapters are designed particularly to contribute to the study of collective decisions, a form of social action that has proved particularly challenging to theoretical analysis. First published in 1973, this became a significant work both in problem solving and in the future career of the author. It is of continuing importance to researchers and students interested in statistical analysis.

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and paren

Philosophers, social scientists, and laymen have used two perspectives in analyzing social action. One sees man's action as the result of causal forces, and the other sees action as purposive and goal directed. Mathematical treatment of social action has shown this same dichotomy. Some models of behavior describe a causal process, in which there is no place for intention or purpose. Most stochastic models of behavior, whether individual or group, are like this. Another body of work, however, employs purpose, anticipation of some future state, and action designed to maximize the proximity to some goal. Classical microeconomic theory, statistical decision theory, and game theory exemplify this direction. This book examines these two directions of work, and makes original contributions to the second. An introductory chapter outlines these two bodies of work, and casts them in a common frame, to display their similarities and differences. Chapter 2 reviews at length recent work in stochastic processes that makes up the first body of work, which sees social action as the resultant of causal forces. The remaining chapters develop a mathematical framework for the study of systems of social action using a purposive theoretical base. These chapters are designed particularly to contribute to the study of collective decisions, a form of social action that has proved particularly challenging to theoretical analysis. First published in 1973, this became a significant work both in problem solving and in the future career of the author. It is of continuing importance to researchers and students interested in statistical analysis.

Drawing on several principles of sociological theory, James S. Coleman and his colleagues construct a new design for American schooling. The authors present compelling evidence on the deficits of our educational system compared to other countries, arguing that the problems are the result of inappropriate incentives for teachers, students, and parents.Asserting that most American school systems are driven by administrative needs, the authors propose school designs that would shift the focus to student achievement output as the driving force behind public education. The move from an administratively driven system to an output-driven system would require the use of external standards; a method of evaluating school and student performance gains over time; a means of rewarding students, teachers and parents for academic performance gains; and the encouragement of informal norms that would support the new educational goals. Basing their recommendations on two national longitudinal data sets, each with a sample of over 1000 schools exhibiting variations in organizational design, the authors identify specific variations that have been shown to promote growth and achievement.

As Ofsted introduces a new framework with higher expectations regarding subject knowledge across the primary curriculum, there has never been a more important time for trainees to secure subject their subject knowledge and improve confidence. This book aims to help early career teachers in teaching primary foundation subjects. This is another text for the Essential Guides for Early Career teachers series and it provides ECT's and their mentors with the right tools for teaching primary foundation subjects, improving their subject knowledge and building understanding. It ensures that relevant theory and research are woven together with real classroom experience. It links to key readings, resources and online sources which will allow trainees to continue their own learning and encourage independent study through the use of reflective exercises and practical tasks to ensure the delivery of the best possible teaching. A text like this is needed more than ever as the Ofsted framework for ITT is explicit in highlighting subject knowledge as being a key component to successful teaching. This book, therefore, covers the kind of topics that ECT's might at first struggle with from art and design, to computing and IT to languages like French and German. This book breaks down each subject and points trainees in the direction of resources, support and best practice.

Substantially revised and updated, this is the third edition of a highly popular book which has been helping students for decades. It provides a sound base of linguistic competence upon which students can build with confidence. Comprises twelve thematic modules each including a relevant and contemporary text based on an aspect of French life and culture, associated exercises, and a section on grammar.

Substantially revised and updated, this is the third edition of a highly popular book which has been helping students for decades. It provides a sound base of linguistic competence upon which students can build with confidence. Comprises twelve thematic modules each including a relevant and contemporary text based on an aspect of French life and culture, associated exercises, and a section on grammar.

Appendices By Andre Weil And Robert R. Bush. Prentice Hall Series In Mathematical Analysis Of Social Behavior.

Everyone lost something during the decade of 2000-2009. Too many lost everything. Not for nothing is George W. Bush considered the worst modern American president. Inequality increased, even median income fell, union membership declined, jobs were lost, and in the world at large unnecessary wars destroyed, wracked, or threatened millions. Each of our Senators and Representatives became ten years older without learning or changing anything. We Americans continue to bowl alone, awash in commodities, while our children entertain themselves and communicate electronically. Something was askew. Much of the passion directed to Barack Obama---as Ralph Nader called him, "the first liberal evangelist in a long time"---played out against a backdrop of Bush and Bill Clinton, a man of extreme reaction and a misbehaving man of the right center. Racism under lays much of the passionate opposition to Obama. That and extraordinarily high, unmet expectations. My "Nightingale at Large" web log posts selected for this book may offer a way to put that past decade behind, to get over it, or at least to look again at what we went through. In the web log posts you can see indications of the book I wish I had written. Never mind that. As it stands, the book is a quilt. As with the lost decade itself, there is repetition and some flaying around. However, the point of it all is to sum up, move on, and come to make a difference for the future.

Appendices By Andre Weil And Robert R. Bush. Prentice Hall Series In Mathematical Analysis Of Social Behavior.

You've no doubt heard the last thing you want to do in a bad economy is start a business...WRONG! Some of the largest most successful companies have had their start in past recessions and even during the great depression. When creative people are unemployed or underemployed, their talents must have an outlet and starting their own business is often their way of making use of their abilities. Expanding Your Borders is your guide to starting and operating your own successful business without spending months of your time and thousands of dollars on a business degree. Learn business plan basics giving you a competitive edge when it comes to dominating your marketplace and seeking the limited financing available today. A sample business plan included in the appendix can be customized to apply to your business. You will also learn how to build business relationships that can lead to strategic alliances and joint ventures that will help build your business into an economic powerhouse.

Combining principles of individual rational choice with a sociological conception of collective action, James Coleman recasts social theory in a bold new way. The result is a landmark in sociological theory, capable of describing both stability and change in social systems. This book provides for the first time a sound theoretical foundation for linking the behavior of individuals to organizational behavior and then to society as a whole. The power of the theory is especially apparent when Coleman analyzes corporate actors, such as large corporations and trade unions. He examines the creation of these institutions, collective decision making, and the processes through which authority is revoked in revolts and revolutions. Coleman discusses the problems of holding institutions responsible for their actions as well as their incompatibility with the family. He also provides a simple mathematical analysis corresponding to and carrying further the verbal formulations of the theory. Finally, he generates research techniques that will permit quantitative testing of the theory. From a simple, unified conceptual structure Coleman derives, through elegant chains of reasoning, an encompassing theory of society. It promises to be the most important contribution to social theory since the publication of Talcott Parsons' Structure of Social Action in 1936.