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This chapter examines why U.S. offshore wind farms do not exist and identifies sites most suitable for development based on European offshore wind farms. A survey of current literature indicates that U.S. development is stalled due to a lack of government and financial support. The literature identifies common attributes associated with the successful deployment of European offshore farms and provides a basis for a multi-criteria decision analysis of potential U.S offshore wind farm sites. A review of European wind farms indicates that a small, 10–50 MW farm located in shallow waters of less than 20 m might be more successful than previous U.S. development efforts. The review also identifies common European attributes deemed critical for success. These attributes are modified, taking into account unique U.S. factors, and a set of nine critical attributes are derived for use in a multi-criteria decision analysis model of suitable U.S. locations. The nine critical attributes (wind quality, water depth, shore distance, state support, public support, industrial support, population density, weather, and energy costs), along with associated utility function values, are applied to 23 past and current proposed U.S. sites. The model identified three sites, in Galveston Island, TX, Port Isabel, TX, and Block Island, RI, as being most favorable for a small wind farm.

The White House Initiative: Educate to Innovate (2009) outlines the need for school age children (P-12) to focus more intentionally on Science, Technology, Engineering, and Math or STEM. The arts and other developmentally appropriate activities (i.e., blocks, painting, music, etc.) are added to STEM to create STEAM. Specifically, this chapter focuses on Technology, Engineering, and the Arts within the contexts of Science and Mathematics in the early childhood setting. By allowing children the time to explore and create, young children will wonder about the world around them. The chapter concludes with suggestions for early childhood professionals to create environments (physically, temporally, and interpersonally) that encourage and expand the STEM principles.

Economic security is one of the crucial dimensions of the welfare state. High-income individuals are able to purchase private insurance, but a large portion of the individuals remains uninsured. The authors have tried to rationalize the problem of the study over the reason why people remain uninsured. Hence, the purpose of the study is to identify an insurance model that can cover the risk of the heterogeneous segments. The study is qualitative in nature and applies a fuzzy analytic hierarchy process (FAHP). Based on seven criteria, process is applied to arrive at an alternative model among basic models of insurance, namely, conventional private insurance, mutual, and social insurance. Since social insurance has emerged with the highest score of 41% in the study, it is implied that social insurance works best in a situation where the market is full of private information and moral hazard. The findings reaffirm that government intervention is required in an insurance market to provide coverage to both covariate and idiosyncratic risks. The findings are especially relevant in the context of emerging markets where a sizeable poor population goes uninsured. The study contributes to the literature by proposing alternative insurance to address the problem of insuring the voluntarily uninsured.

The popularization of slasher as subgenre begins with the release of The Texas Chainsaw Massacre (Hooper, 1974) and Halloween (Carpenter, 1978). Both films serve to define the topic of the subgenre: a serial killer that often slaughters groups of teenagers, especially attractive young women, using bladed weapons (Linz & Donnerstein, 1994; Molitor & Sapolski, 1993, 1994). Thus, although the definition of the slasher is not really fixed in terms of gender, the killers have been traditionally interpreted by men, while the victims have been usually interpreted by women (Clover, 2015; Trencansky, 2001; Weaver et al., 2015). Not for nothing, another important character is the final girl, who uncovers the monster´s motivations and finishes the killer off in the final scene; an important role that is actually a form of female subjugation. However, some exceptions can be found such as Pamela Voorhees (Friday the 13th, Cunningham, 1980), but she is simply defined as Jason´s mother. More interesting is the case of the Scream saga, in particular Scream 4 (Craven, 2011) where a teenage girl, portrayed by Emma Roberts, tries to play the role of the killer and the final girl at the same time.

In recent years, the slasher has gained importance in television. After Harper’s Island (CBS, 2009), an homage to the subgenre rather than a real slasher TV show, in 2015, MTV launched Scream, based on the film series and which continues exploring the gender roles anticipated by the last movie of the saga. In the same year, Fox launched Ryan Murphy’s Scream Queens (2015–2016) starred by Jamie Lee Curtis, the final girl of Prom night (Lynch, 1980) and Halloween saga, and Emma Roberts. In this regard, current television tries to renew the slasher, but starting from the clichés and even some familiar faces of the subgenre.

The purpose of this chapter is to evaluate the representation and evolution of female characters in slasher television series, exploring the relationship among the killer, the final girl and the rest of the victims. In this way, television series like Scream, Scream Queens (Fox, 2015–2016) or Slasher (Super Channel, 2016–) are analysed.

In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.

This chapter outlines several approaches that researchers can use to help them conduct research that respects and includes autistic participants. It begins by highlighting some of the factors that should be considered before, during and after a study is conducted. It then explains some of the benefits and drawbacks of harvesting data from social media. It then concludes with a set of recommendations about inclusive research practices that can help autistic participants be equals in the research process.

The original contribution that this chapter gives to the field of autism spectrum research is to provide researchers with a clear and comprehensive outline of how to conduct research that is inclusive and respectful of autistic participants.