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This chapter challenges the notion that Black males in science, technology, engineering, and mathematics (STEM) are missing from the discipline and proposes a model that presents underrepresentation as a function of Black males being both intentionally undiscovered and/or deliberately disconnected from particular academic disciplines. Our work offers a tangible and implementable yet aligned theory/method/exemplar for supporting the STEM genius of Black males through a hip-hop development (HHD) approach that aligns with a unique pedagogical method rooted in hip-hop culture.

In this chapter, we describe a hip-hop based science program as an intervention that combats STEM undiscovery and disconnectedness. We suggest that this program (through its theoretical and methodological roots) provides a set of practices that have the potential to bolster both academic content knowledge and knowledge of self. We argue that this program supports the development of the students' full socioemotional selves – which is a necessary prerequisite to pursuing academic content knowledge.

The aim of this pilot audit study is to develop and test a model to examine existing adult patient database (APD) data quality.

A database was created to audit 50 records per site to determine accuracy. The audited records were randomly selected from the calendar year 2004 and four sites participated in the pilot audit study. A total of 41 data elements were assessed for data quality – those elements required for APACHE II scoring system.

Results showed that the audit was feasible; missing audit data were an unplanned problem; analysis was complicated owing to the way the APACHE calculations are performed and 50 records per site was too time‐consuming.

This is the first audit study of intensive care data within the ANZICS APD and demonstrates how to determine data quality in a large database containing individual patient records.

Bakelite The following senior management appointments have been made at Bakelite UK Limited, Tyseley, Birmingham, effective from December 1st.

A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways in which they were using them. Results indicated that social studies and history teachers were using primary historical sources, but important questions remained regarding the nature of this use. Specifically, it was found that while the teachers in this survey reported using digital and non-digital primary historical sources in their classrooms, they did not report using these resources in a manner consistent with literature-based best practices for social studies and history education.

Introduces Hicks, from the UK, and his classical upbringing, including his mathematical scholarships and Oxford. Looks at his early career as a lecturer at the London School of Economics and his development in the economics field. Concludes that Hicks was an original thinker, giving thanks to his immense contributions.

This paper presents a co-authorship study of authors who published in Digital Humanities journals and examines the apparent influence of gender, or more specifically, the quantitatively detectable influence of gender in the networks they form.

This study applied co-authorship network analysis. Data has been collected from three canonical Digital Humanities journals over 52 years (1966–2017) and analysed.

The results are presented as visualised networks and suggest that female scholars in Digital Humanities play more central roles and act as the main bridges of collaborative networks even though overall female authors are fewer in number than male authors in the network.

This is the first co-authorship network study in Digital Humanities to examine the role that gender appears to play in these co-authorship networks using statistical analysis and visualisation.

The notion that asset diversification reduces risk is ancient and can be traced as far back as the Talmud which states, “A man should always keep his wealth in three forms: one-third in real estate, another in merchandise, and the remainder in liquid assets” (Baba Metzia, verse 42a). Somewhat more recently, in 1738, Daniel Bernoulli observed, “it is advisable to divide goods which are exposed to some small danger into several small portions rather than to risk them all together” (1738/1954, p. 30). Arguably, however, it was not until 1935 that the future Nobel laureate J. R. Hicks offered some early direction for modern portfolio theory. Although his research was more concerned with explaining the demand for money, he points out two important considerations for modeling risk. Hicks writes, “The risk factor comes into our problem in two ways: First, as affecting the expected period of investment, and second, as affecting the expected net yield of investment” (Hicks, 1935, p. 7). Regarding Hicks' first point, both Markowitz (1952) and Roy (1952) emplace their analyses in a one-period investment horizon. Second, and even more relevant to modern portfolio theory, is Hicks' suggestion of using an expected value calculated with subjective probabilities. Hicks continues, “It is convenient to represent these probabilities to oneself, in statistical fashion, by a mean value, and some measure of dispersion” (1935, p. 8). Clearly, Hicks comes very close to articulating a mean–variance solution. Crucially, and unlike Roy or Markowitz, Hicks does not develop this line of reasoning nor does he suggest the particular use of variance or standard deviation as that measure of risk. Nonetheless, Hicks' suggestion anticipates the work of Markowitz and Roy.¹

In this study, the authors evaluate the use of an election simulation game in the middle and high school social studies classroom. They consider how the game implementation reflected the practical use of constructivist and constructionist pedagogical principles. A brief explanation of the literature on the use of technology in social studies classrooms is provided and a practical explanation of how teachers implemented the game is offered. The ability to connect practice to theory afforded teachers important grounding and support for the use of technology in the social studies classroom. Students benefitted from the process of engagement in a form of media that is natural to digital natives. Challenges, with respect to the practical use of gaming in the social studies classroom, also are explored.

A comprehensive understanding business cycles needs to account not only for the allocation of resources over time but also for resource allocation across industries at any point in time. But to properly understand how these “time-distortions” take place and how the price mechanisms that drive them work, a clear and well-defined conceptualization of the “average length” of the structure of production is required. The authors use insights provided by Macaulay’s duration and Hicks’s average period to show that financial duration and related concepts have a direct connection to macroeconomic stability.

This study uses a theoretical and conceptual approach. It first presents the connection between average period of production and financial duration and then compares and applies this to macroeconomic business cycle theories.

This study points to important implications for macroeconomic policy. It not only claims that a low interest rate contributes to the creation of asset bubbles but also shows the market mechanism through which the real sector is affected. The application of financial concepts to macroeconomic cycles shows the price mechanism through which resources are allocated across industries.

The financial approach we offer to business cycles is fairly unexplored. As such, this paper offers a novel conceptual and theoretical framework for business cycles.

Kenny Rogers Roasters has been pecking away at competitor Boston Chicken for the past three years. The company's recipe for success includes founder John Y. Brown—the ex‐Kentucky governor—Brown's pal Kenny Rogers, and executive vice president Gregory Dollarhyde, a strategist who really knows how to get a fire started.