Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.

Moral expectation is a concept with which all of us are well acquainted. Already as children we learn that certain courses of action are expected of us. We are expected to perform certain actions, and we are expected to refrain from other actions. Furthermore, we learn that something is morally wrong with the failure to do what we are morally expected to do. A central theme of this book is that moral expectation should not be confused with moral obligation. While we are morally expected to do everything we are obligated to do, a person can be morally expected to do some things that he or she is not morally obligated to do. Although moral expectation is a familiar notion, it has not been the object of investigation in its own right. In the early chapters Mellema attempts to provide a philosophical account of this familiar notion, distinguish it from other types of expectations, and show how it is possible to form false moral expectations. Subsequent chapters explore the role of moral expectation in agreements between people, analyze ways that people avoid moral expectation, illustrate how groups can have moral expectations, and view moral expectation in the context of our relationship with divine beings. The final chapter provides insight into how moral expectation operates in people’s professional lives.

This book is concerned with the psychological effects of unemployment. In writing it I had two main aims: (1) to describe theoretical approaches that are relevant to understanding unemployment effects; and (2) to present the re sults of studies from a program of research with which I have been closely involved over recent years. In order to meet these aims I have organized the book into two main parts. I discuss background research and theoretical approaches in the first half of the book, beginning with research concerned with the psychological effects of unemployment during the Great Depression and continuing through to a dis cussion of more recent contributions. I have not attempted to review the liter ature in fine detail. Instead, I refer to some of the landmark studies and to the main theoretical ideas that have been developed. This discussion takes us through theoretical approaches that have emerged from the study of work, employment, and unemployment to a consideration of wider frameworks that can also be applied to further our understanding of unemployment effects.

Practical advice for making the shift to your first leadership position The number of people who will become first-time supervisors will likely grow in the next 10 years, as Baby Boomers retire. Perhaps the most challenging leadership experience anyone will face isn't one at the top, but their first promotion to leadership. They must deal with the change and uncertainty that comes with a new job, requiring new skills, and they've been promoted from peer to leader. While the book addresses the needs of any manager, supervisor, or leader, it pulls from the best leadership and management thinking, and puts the focus on the difficulties that new leaders experience. Includes practical information for new managers who must supervise friends and former peers Authors are expert consultants who work with leaders at all levels Shows how to adopt the mindset of a leader, including: communicating change, giving feedback, coaching employees, leading productive teams, and achieving goals This much-needed book can help new leaders get beyond the stress and fear to focus on becoming the most effective leader they can be-starting right now.

Richard Curtin has directed the University of Michigan's consumer sentiment surveys for more than four decades. His analyses of recent trends in consumer expectations are regularly covered in the worldwide press. In this book, Curtin presents a new theory of expectations. Whereas conventional theories presume that consumers play a passive role in the macro economy, simply reacting to current trends in incomes, prices, and interest rates, Curtin proposes a new empirically consistent theory. He argues that expectations are formed by an automatic process that utilizes conscious and nonconscious processes, passion and reason, information from public and private sources, and social networks. Consumers ultimately reach a decision that serves both the micro decision needs of individuals and reflects the common influence of the macro environment. Drawing on empirical observations, Curtin not only demonstrates the importance of consumer sentiment, but also how it can foreshadow the cyclical turning points in the economy.

Cites successful examples of community-based policing.

Investment and all other economic actions depend on 'subjective' expectations. The problem is how to construct a theory of expectations that assumes people interpret their situations in unpredictable ways. Building on the evolutionary economics of F.A.Hayek, Koppl gives us such a theory. This includes a theory of 'Big Players', demonstrating that discretionary policy interventions create ignorance and uncertainty. The volume uses innovative methods to address many vital problems in economic theory, and connects with many other schools of economics including New Institutional Economics, Constitutional Economics and Post Walsarian Economics.

Most people have prayed for something or someone in earnest, seeking God’s will, only to be left confused by God’s response. Sometimes we ask, “Why would a good God allow bad things to happen to good people?” In Amazed and Confused, Heather Zempel tackles this question head-on by exploring the book of Habakkuk. When the prophet Habakkuk prayed that God would bring change to the backsliding nation of Israel, this issue came to the forefront. Habakkuk begged God for revival and that He would turn the hearts of faithless people back to Him. God’s answer to Habakkuk was, “Take a look at the nations and watch what happens! You will be shocked and amazed” (1:5, The Voice). The vision God gave Habakkuk was one of warfare and exile. How do you respond when God answers your prayers in a way that seems out of line with his character and promises? Amazed and Confused proceeds systematically through the book of Habakkuk, exploring the prophet’s prayer, God’s response, and the prophet’s journey from confusion to worship. This interactive Bible study is the perfect choice for those who are hurting and confused about God’s responses to their prayers. Features include: Helpful guidance on a question without an easy answer Practical tools for studying the Minor Prophets Easy-to-understand, accessible language

Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.

The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.