Question
This is a 3-page paper, 1) summarizing the key findings in each article 2) focus on how each of the articles relates to each other 3) discuss what you learned by reading these articles and how they extended your knowledge about the subject area you choose The subject area chosen is DECISION MAKING
Answer
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Contents
Yan et al (2001) On prioritized weighted aggregation in multi-criteria decision making. 2
How the articles relate to each other. 4
Introduction
Yan et al (2001) On prioritized weighted aggregation in multi-criteria decision making
The paper by Yan et al (2001) deals with problems relating to multi-criteria decision making in situations where multiple priorities are concerned. The priority weights involved associated with various lower priority criteria are described in relation to the different satisfactions of higher priority criteria.
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The article proposes a highly prioritized weighted aggregation operator that is based on triangular norms and an ordered weighting averaging operator. In efforts to preserve various tradeoffs among different criteria within a similar priority level, it is suggested that the degree of satisfaction on each priority level should be viewed merely as a pseudo criterion.
The article also finds t-norms to constitute an excellent model for maintaining priority relationships between the criteria used in different priority levels. Particularly, the article authors prove that strict Archimedean t-norms tend to perform better in terms of inducing priority weights. Hamacher parameterized t-norms are also found out to be the ideal tools for inducing the priority weight within each priority level.
Furthermore, the article proposes a benchmark-based approach on the basis of the requirements of the decision-maker towards higher priority levels. Particularly, the Łukasiewicz implication is found to be a necessary computation benchmark for a variety of crisp requirements. On this basis, the authors use target-oriented decision analysis to obtain a benchmark achievement for various fuzzy requirements.
Scott et al (2010) Decision-making in Secondary and Tertiary Interventions of School-wide Systems of Positive Behavior Support
This second article, by Scott et al (2010), describes the main features of tertiary and secondary interventions in the decision-making process that guides schools through various strategies. These strategies are found to exist within a continuum, which, for purposes of this article, is described in terms of a highly recursive loop. The simplest effective intervention is sought, together with the ways of achieving the most consistent implementation, and the way in which it ought to work. The article also identifies the functional behavior assessment approach to be the best method to assessing the continuum of strategies that are used for decision-making purposes at the tertiary level by students.
In this article, effective intervention for various students with challenging behavior is considered a function of both the fluency with which schools can select and implement decisions efficiently and the array of interventions that are available along a continuum of interventions. Although such efforts have already been demonstrated, the various examples offered are found to have a tendency to be piecemeal and to be of limited scope. The literature explored in the article exemplifies both the secondary and tertiary merely through profoundly distinct and limited examples.
Gordon, C. & Arian, A. (2001) Threat and decision making, The Journal of Conflict Resolution, 45(2), 196-215.
The article explores the relationship that exists between various threats and information processing. Emphasis is on various conflict situations, where attention is on an examination between the relationship between cognitive and affective components of policy decision making under conditions of low and high threat.
The article proposes that when people have a feeling of being threatened, their decision-making policies are always dominated by emotions, and not rational considerations or logic. On the other hand, the level of threat is low, both logic and emotions play a crucial role in the process making a decision on matters of policy.
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The authors prove that this analysis of the reaction to threat is applicable to the Arab/Israeli conflict, as well as the conflict between secular and religious Jews. The article also assesses the relevance of the social crises facing the US, specifically the threat of loss of Medicare and Social Security Benefits. It is in the case of the US threat that the most excellent relationship between threat and policy is established, on the basis of both affective and cognitive reasoning.
How the articles relate to each other
All these three articles expound on the decision making process and the various factors that are always at play. For Yan et al (2001), for instance, the focus is on the multi-criteria that are at play whenever an individual or a group of people have to make a critical decision. The article explains a lot about the priority weights and how they determine the ultimate decision.
The concept of multi-level decision making relates to the theme of tertiary and secondary interventions, which is the subject of focus in the second article. With regard to these interventions, different strategies that are used in school settings are explored. The continuum of strategies described in the article by Scott et al (2010) is relevant in both the multi-level decision issues addressed by Yan et al (2001) as well as the affective and cognitive responses to threats, which have been addressed in detail by Gordon & Arian (2001).
Lessons learned
I learned that there are many factors to consider when making decisions. In multi-level decision-making situations, it is imperative that one puts in place a weighting mechanism for multiple priorities in order to come up with the most rational decision. Moreover, when faced with a threat, everyone tends to react in an emotional manner. When the level of threat is high, emotional responses outpace rational ones. When the level of threat is low, people tend to think more from a logical perspective as opposed to an emotional perspective.
I also learned that decision-making processes, at first glance, appear so obvious that they are considered trivial. However, there are many factors that determine how people make decisions when they are faced with multiple priorities and varying levels of threats. Finally, I learned that in the context of institutions of learning, secondary decision-making systems loosely involve small student groups whereas tertiary systems tend to be focused on individuals.
References
Gordon, C. & Arian, A. (2001) Threat and decision making, The Journal of Conflict Resolution, 45(2), 196-215.
Scott, T., Alter, P., Rosenberg, M. &Borgmeier, C. (2010) Decision-making in Secondary and Tertiary Interventions of School-wide Systems of Positive Behavior Support, Education and Retirement of Children, 33(4), 513-535.
Yan, H., Van-Nam, H., Nakamori, Y. &Murai, T. (2001) On prioritized weighted aggregation in multi-criteria decision making, Expert Systems with Applications, 38(4), 812–823.