The hazards of feeling lucky in gambling Why do so many gamblers risk it all when they know the odds of winning are against them? Why do they believe dice are "hot" in a winning streak? Why do we expect heads on a coin toss after several flips have turned up tails? What's Luck Got to Do with It? takes a lively and eye-opening look at the mathematics, history, and psychology of gambling to reveal the most widely held misconceptions about luck. It exposes the hazards of feeling lucky, and uses the mathematics of predictable outcomes to show when our chances of winning are actually good. Mathematician Joseph Mazur traces the history of gambling from the earliest known archaeological evidence of dice playing among Neolithic peoples to the first systematic mathematical studies of games of chance during the Renaissance, from government-administered lotteries to the glittering seductions of grand casinos, and on to the global economic crisis brought on by financiers' trillion-dollar bets. Using plenty of engaging anecdotes, Mazur explains the mathematics behind gambling—including the laws of probability, statistics, betting against expectations, and the law of large numbers—and describes the psychological and emotional factors that entice people to put their faith in winning that ever-elusive jackpot despite its mathematical improbability. As entertaining as it is informative, What's Luck Got to Do with It? demonstrates the pervasive nature of our belief in luck and the deceptive psychology of winning and losing. Some images inside the book are unavailable due to digital copyright restrictions.

Written by three esteemed baseball statisticians, "The Book" continues where the legendary Bill James?'s "Baseball Abstracts" and Palmer and Thorn?'s "The Hidden Game of Baseball" left off more than twenty years ago. Continuing in the grand tradition of sabermetrics, the authors provide a revolutionary way to think about baseball with principles that can be applied at every level, from high school to the major leagues.Tom Tango, Mitchel Lichtman, and Andrew Dolphin cover topics such as batting and pitching matchups, platooning, the benefits and risks of intentional walks and sacrifices, the legitimacy of alleged ?clutch? hitters, and many of baseball?'s other theories on hitting, fielding, pitching, and even baserunning. They analyze when a strategy is a good idea and when it?'s a bad idea, and how to more closely watch the ?inside? game of baseball.Whenever you hear an announcer talk about the ?unwritten rule? or say that so-and-so is going ?by the book? in bringing in a situational substitute, "The Book" reviews the facts and determines what the real case is. If you want to know what the folks in baseball should be doing, find out in "The Book,"

The Tradition and First Born Law have governed the way of life for hundreds of years – an agreement where humans supply Vampires with fresh blood for the protection of their cities, and a law that promises the first born child of each family to that city’s Vampire cause. Vampires reign supreme underground, but even they fear what awaits them on the desolate surface. The faltering Sun has dawned a new age of faster, stronger Vampires – the Vampeez. Levi is a First Born – property of Salvation and scheduled to be Turned on his 18th birthday. When his girlfriend, Sarah, is Turned months before his own birthday, he finds himself thrust into the secrets of the Vampire world in attempts to salvage her memories and their relationship. Salvation’s council seizes Sarah’s vulnerability to begin their plans to do away with the Vampeez, but they must also contend with a new threat. A new Vampeez Queen has been crowned and is about to prove herself to be a formidable foe.

BIONIC TEXT FORMAT ALSO AVAILABLE 'A sledgehammer of a book putting to bed all the cynicism and misinformation around a condition that affects so many hidden, brilliant people' Professor Tanya Byron 'Laugh out loud funny and deeply validating - every person who thinks ADHD isn't real should read this book' Leanne Maskell, author of ADHD: An A to Z Nobody should spend their life feeling defective. Everyone deserves to have a user manual to their brain - welcome to yours. Once associated more with hyper boys than adults, ADHD (attention deficit hyperactivity disorder) is now recognised as a condition in need of a rebrand which affects people of all genders and ages in a multitude of ways. In this enlightening and definitive layman's guide, Kat Brown cheerfully smashes the stereotypes with scientific evidence, historical context, and practical support for ADHD minds across areas that can cause problems, from finances and work to self-medicating, relationships, hormones and self-esteem. Based on Kat's personal experience and extensive interviews with ADHDers and world-leading clinical experts, It's Not A Bloody Trend is for anyone wondering if what's always been 'wrong' with them might just be undiagnosed ADHD.

Events in the summer of 2012 inspired Martin McNelis to undertake a long-held ambition to visit all forty-two professional grounds in Scotland. Within an eight month period he travelled the length and breadth of the country, as such this book provides a unique snapshot of the Scottish game in a period when many seem to have written it off. Along the way Martin overcomes many obstacles, including the unpredictable Scottish weather, questionable sat-nav directions, changed kick-off times, reluctant sons and, on occasion, unhelpful stewards. What emerges is an odyssey that establishes the keen interest at all levels in the Scottish game from the Champions League to the Ramsdens Cup. Reports of fitba's demise are greatly exaggerated.

First published in 1983, The Feral Classroom argues that the experience of schooling needs to be understood in terms of peer interaction in the classroom. Students’ interaction mediates the significance of the curriculum and teacher, and is, in its own right, a major agent of socialisation. The study reported in the book was conducted in an Australian state high school. It employs ethnographic techniques focused on students’ accounts of relations and activities with classmates. Concepts embodied in these accounts are interpreted through models of school and peer group as agents of socialisation. The volume fills several gaps. It is the first book to describe at length students’ accounts of classroom interaction; to give equal weight to boys’ and girls’ accounts; and to describe dominant students’ determination of the use of classroom norms and of the definition of performances. This book will appeal to a wide range of readers including, but not limited to, teachers, educational administrators, and sociologists.