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The purpose of this paper is to share with social science educators a coherent framework for implementing Hamilton: An American Musical into their classrooms, while also supporting the wider objective of leveraging music to foster disciplinary literacy skills and culturally relevant practices. The framework is a construct that draws on author’s previous teaching experience and its purpose is to inform and support teachers’ practice.

The author first highlights literature focused on the effectiveness of using music in the social science classroom as a response to author’s own teaching experience using Hamilton: An American Musical, then hones in on the impact of hip-hop music specifically. Finally, the author unites Pellegrino’s (2013) models (close reading, inquiry, student discovery and creative development) to songs from Miranda’s Hamilton to provide pedagogical strategies and examples that are ready to be implemented in the Secondary US History Classroom.

Lin Manuel Miranda’s portrayal of Hamilton and his historical compatriots as ethnically diverse, combustible and provocative figures bring to life experiences that are unexpectedly and uniquely American, connecting with current generations, while remaining anchored in history (Mason, 2017). The success and relatability of Miranda’s Hamilton and this time-warped story of the founding fathers has led social studies teachers to explore ways to use the music, dialogue and messages in their classrooms.

While many lesson examples related to Lin Manuel Miranda’s Hamilton have proliferated online, there remains a lack of pedagogical coherence to help teachers extend this work as part of a larger framework of practice designed to support teaching and learning through music. The author strives to provide social science educators a strategic, adaptable and ready-to-use framework for implementing Miranda’s Hamilton: An American Musical into their classrooms.

The purpose of this paper is to examine the issues involved with the introduction of theatre and event ticket booking (TicketDirect) into the Hamilton City Libraries.

The introduction of the ticket booking service into the libraries was a two stage process where two libraries trialled the new system before it was rolled out to the four remaining community libraries. The rationale behind the decision to move ticket booking services to the libraries will be discussed along with the impact on the community and library staff. Sound project management is vital during the addition of a new service and some of the successes and problems encountered during the transformation are discussed.

The inclusion of a service that can at times generate a very high amount of cash in a traditionally low cash‐generating environment resulted in a review of financial and security processes to ensure the safety of staff remained paramount. Documentation and training in the trial implementation could have been significantly better, but lessons were learned and the second roll‐out went much more smoothly.

Communication between all parties (Hamilton City theatres, TicketDirect, call centres, venues, library staff and customers) and problem resolution is an ongoing improvement opportunity still being worked upon.

More and more libraries are looking at adding additional services as they continually strive to meet the needs of their communities. The aim of this paper is to share experiences with other libraries.

This paper aims to provide an understanding of the influence of a casino on local inhabitants.

The research reports on the findings of a longitudinal study conducted over a period of eight years which consisted of three identical surveys of local Hamilton residents to determine perceptions regarding having a casino in town. It was felt that the longitudinal approach could bring richness and new dimension to a quantitative research.

The study found that over the eight‐year period there were very few changes in the perceptions of local Hamilton residents, both those who had been to the casino and those who had not been to the casino. It was of particular interest to note the gender difference between males and females regarding positive and negative aspects of the casino.

The study reinforces the differences in perception of local people between those who have and have not visited the casino. This indicates that promotional activities to those who have not visited the casino may be beneficial to the overall community views and thus overall perception of casinos.

The paper provides industry with an understanding of the perceptions of local resident attitudes toward casinos over an extended period of time.

Hamilton Standard dates back to 1919 when the Standard Steel Propeller Company was formed in Pittsburgh, Pa. Standard Steel is best known for the propeller it designed and built for Charles Lindbergh's Spirit of St. Louis.

The case is set in summer 2016, centered on the writer and performing star, Lin-Manuel Miranda, whose Broadway show Hamilton had grossed almost $75 million and won 11 Tony Awards. The musical's cultural influence was buoyed by Miranda’s 578,000 Twitter followers; hundreds of celebrities from Oprah Winfrey to Jennifer Lopez had become ambassadors for the musical; and its impromptu #Ham4Ham live performances were engaging thousands of people on social media with each release. The case explores specific tactics the show employed, challenges students to consider the importance of personality in creating social media buzz, and studies the practical influence social media may have had on the show’s success. It is appropriate for any marketing course, particularly a digital media class in which students are familiar with the major platforms.

In this chapter, we present Self-Study of Teaching and Teacher Education Practices (S-STEP) as a research methodology that can be used pedagogically to explore the practices of teacher educators for their professional development. It can be seen as a pedagogic practice that enlists reflection to enable teacher educators to explore and explicate practice and make explicit what they know about teaching and teacher education in order to improve practice and contribute to larger conversations in research on teaching and teacher education. After providing a succinct interpretation of the origins of S-STEP work, we suggest that historical context, along with the understanding of the theoretical underpinnings, makes it viable as a research methodology and a potentially valuable pedagogy for teacher education research. S-STEP is an intimate research methodology (Hamilton, 1995) in which the person conducting the research is both the focus and the author of the research and provides an insider’s perspective into practice and experience.

We provide examples to demonstrate how others and we take up S-STEP as pedagogy for teacher educator professional development that allows us to grapple with what we know either explicitly or tacitly from and about our practice. International S-STEP research has the power to inform the professional development of teacher educators across these boundaries, because it attends carefully to the particular of the practice and context from which it emerged.

Oil market VAR models have become the standard tool for understanding the evolution of the real price of oil and its impact on the macro economy. As this literature has expanded at a rapid pace, it has become increasingly difficult for mainstream economists to understand the differences between alternative oil market models, let alone the basis for the sometimes divergent conclusions reached in the literature. The purpose of this survey is to provide a guide to this literature. Our focus is on the econometric foundations of the analysis of oil market models with special attention to the identifying assumptions and methods of inference.

We assess the impact of NZ IAS 32 on the financial reporting of convertible financial instruments by retrospective application of the standard to a sample of New Zealand companies over the period 1988 ‐ 2003. NZ IAS 32 has a broader definition of liabilities than does the corresponding current standard (FRS‐31) and it does not permit convertibles to be reported under headings that are intermediate to debt and equity. The results of the study indicate that in comparison with the reported financial position and performance, the reporting of convertibles in accordance with NZ IAS 32 would result in higher amounts for liabilities and higher interest. Thus, analysts using financial statement information to assess risk of financial distress will need to revise the critical values of commonly used measures of risk and performance when companies report under NZ IAS