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This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

Purpose – This chapter has three general purposes: to trace Canada’s hate speech laws from their policy inception to their current state; to identify the importance that media and mass communication have played in the creation and development of Canada’s hate speech laws; and to demonstrate the critical relationship that media has had to significant legal cases on hate speech. Methodology/Approach – This chapter historically maps the policy development of and legal challenges to Canada’s hate speech laws. It takes directed notice of the relationship of media and mass communication to the development and implementation of those laws. It engages with libertarian and egalitarian arguments on free speech throughout the chapter testing these ideas through an examination of the legal cases cited. Findings – Canadian legislators and courts have long grappled with the balancing of rights with respect to the issue of “hate speech.” Advances in mass communication technology have added intricate challenges to that legal balancing. Awareness of media’s allure to hatemongers and racial extremists and of media’s protean characteristics make regulation of its hateful content a continuous legal challenge. Canada’s greatest challenge yet to the regulation of hate speech will be its adaptive response to the growing phenomenon of online hate. Originality/Value – This chapter highlights the little recognized prescient statements made by the Cohen Committee about the allure of media and the dangers of its technological advancements in Canadian free speech debates. Providing a comprehensive survey of Canada’s “hate speech” laws, it recognizes the importance that advancements in mass communication have played in the creation and development of Canada’s “hate speech” laws.

We examine how the organizational identity of established firms affects their strategic outcomes during the emergence phase of a new market. Drawing on cognitive theories of analogical learning, we build theory about how the established identities of producers influence the fluency with which consumers make sense of novel products, and hence affect valuations. We illustrate this theory through an empirical study of consumer evaluations of de alio entrants during the emergence of the digital camera industry.

The robust appraisal of exploration drilling concepts is essential for establishing the economic viability of a prospective recovery field. This study evaluates the different concept selection methods that were considered for drilling operations at the Trym field in Norway. The construction of drilling rigs is a capital-intensive process, and it involves high levels of economic risk. These risks can be broadly categorised as aleatoric (i.e. those related to chance) and epistemic (i.e. those related to knowledge). Evaluating risks in the investment appraisal process tends to be a complicated process. Project risks are evaluated using Monte Carlo simulation (MCS) and are based on the fuzzy analytic hierarchy process (AHP). MCS provides a useful means of evaluating variabilities (i.e. aleatoric risks) in oil drilling operations. However, many of the economic risks in oil drilling processes are unanticipated, and, in some cases, are not readily expressible in quantitative values. The fuzzy AHP is therefore used to appraise the qualitatively defined indirect revenues comprising risks that affect future flexibilities, schedule certainty and health and safety performance. Both the Monte Carlo technique and the fuzzy AHP technique found that a cumulative revenue variation of up to 30% is possible in any of the considered drilling options. The fuzzy AHP technique estimates that the chances of profitability being less than NOK 1 billion over a five-year period is 0.5%, while the Monte Carlo technique estimates suggest a more conservative proportion of 10%. Overall, the fuzzy AHP technique is easy to use and flexible, and it demonstrates increased robustness and improved predictability.