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axiomatic results should be at the heart of such a science. Through them, we should be able to enlighten and scientifically assist decision-making processes especially by: - making that wh ich is objective stand out more c1early from that which is less objective; - separating robust from fragile conc1usions; - dissipating certain forms of misunderstanding in communication; - avoiding the pitfall of illusory reasoning; - emphasizing, once they are understood, incontrovertible results. The difficulties I encountered at the begining of my career as an operations researcher, and later as a consultant, made me realize that there were some limitations on objectivity in decision-aiding. In my opinion, five major aspects must be taken into consideration: 1) The borderline (or frontier) between what is and what is not feasible is often fuzzy. Moreover, this borderline is frequently modified in light of what is found from the study itself. 2) In many real-world problems, the "decision maker D" does not really exist as a person truly able to make adecision. Usually, several people (actors or stakeholders) take part in the decision process, and it is important not to confuse the one who ratifies adecision with the so-called decision maker in the decision ai ding process. This decision maker is in fact the person or the set of persons for whom or in the name of whom decision aiding effort is provided.
1977 the Society's Nouvelles RIA; and May/June 1977- include the Society of Management Accountants of Canada's Nouvelles RIA, the latter three being published in alternate months in the RIA digest.
French for Engineering prepares students to study and intern in France as engineers. Aimed at students at the CEFR B1 or ACTFL Intermediate-High level, the textbook uses a step-by-step progression of language-learning tasks and activities to develop students’ skills at the CEFR C1 or ACTFL Advanced-High level. Authentic documents present students with tasks they will encounter as engineering students or interns in France. Online resources include a teacher handbook and a workbook with vocabulary-building activities, grammar-mastery exercises, and listening and reading comprehension activities, followed by questions requiring critical thinking. It is organized in parallel with the textbook based on the flipped-classroom concept.
Economic Reforms in Eastern Europe and Prospects for the 1980s focuses on the institution of economic reforms and prospects in Eastern Europe, including manpower availability, scarce and expensive energy and raw materials, deficiency of technological innovation, and inflexibilities in management. The selection first offers information on the economic reforms in Bulgaria, Romanian economic reforms, and the economic reforms in Czechoslovakia. Discussions focus on "the kj problem" and its resolution, evaluation of the Bulgarian model, Romanian economic development, and principles contained in the directives. The text then examines the reform of the system of economic management in Poland; economic reforms and consumers in Eastern Europe; and the prospects for the 1980s of the economic reforms in Bulgaria and Romania. The publication takes a look at the economic prospects for the 1980s of Czechoslovakia and the German Democratic Republic. Topics include factors impending economic growth, overemployment, increases in consumer good prices, welfare of consumers, and decreasing economic growth. The book further elaborates on the economic prospects for the 1980s of Hungary and Poland and the effects of energy development on East European economic prospects. The selection is a vital reference for economists and readers interested in the prospects for the 1980s of the economic reforms in Eastern Europe.