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To operate with high efficiency and minimise the risks of power failures, power systems require careful monitoring. The availability of real-time data is crucial for assessing the performance of the grid and assisting operators in gauging the present security of the grid. Traditional supervisory control and data acquisition (SCADA)-based systems actually employed provides steady-state measurement values which are the calculation premise of State Estimation. More often, however, the power grid operates under dynamic state and SCADA measurements can lead to erroneous and inaccurate calculation results. The introduction of the phasor measurement unit (PMU) which provides real-time synchronised voltage and current phasors with very high accuracy is universally recognised as an important aspect of delivering a secure and sustainable power system. PMUs are a relatively new technology and because of their high procurement and installation costs, it is imperative to develop appropriate methodologies to determine the minimum number of PMUs as well as their strategic placements to guarantee full observability of a power system. Thus, the problem of the optimal PMU placement (OPP) is formulated as an optimisation problem subject to various constraints to minimise the number of PMUs while ensuring complete observability of the grid. In this chapter, integer linear programming (ILP), genetic algorithm (GA) and non-linear programming (NLP) constrained models of the OPP problem are presented. A new methodology is proposed to incorporate several constraints using the NLP. The optimisation methods have been written in Matlab software and verified on the standard Institute of Electrical and Electronics Engineers (IEEE) 14-bus test system to authenticate their effectiveness. This chapter targets United Nations Sustainable Development Goal 7.

Inclusion of deaf/hard of hearing (D/HH) students is more common than ever before. General education teachers need to be aware of strengths and needs of this particular group of students as well as have a few simple strategies to implement in the classroom. This chapter will present strengths and needs relative to language, social/emotional skills, and literacy. Language modalities, educational philosophies, as well as assistive listening technologies are discussed. We will further present important information on changes in technology and support personnel that may be used to improve the education of D/HH students.

Assume that we generate forecasts from a model y=cx+d+ξ. The constants “c” and “d” are placement parameters estimated from observations on x and y, and ξ is the residual error variable.

Our objective is to develop a method for accurately measuring and evaluating the risk profile of a forecasted variable y. To do so, it is necessary to first obtain an accurate representation of the histogram of a forecasting model's residual errors. That is not always so easy because the histogram of the residual ξ may be symmetric, or it may be skewed to either the left of or to the right of its mode. We introduce the probability density function (PDF) family of functions because it is versatile enough to fit any residual's locus be it skewed to the left, symmetric about the mean, or skewed to the right. When we have measured the residual's density, we show how to correctly calculate the risk profile of the forecasted variable y from the density of the residual using the PPD function. We achieve the desired and accurate risk profile for y that we seek. We conclude the chapter by discussing how a universally followed paradigm leads to misstating the risk profile and to wrongheaded decisions by too freely using the symmetric Gauss–normal function instead of the PPD function. We expect that this chapter will open up many new avenues of progress for econometricians.

Supply chain is an important aspect for all the companies and can affect many aspects of companies. Especially the disruption in supply chain is causing huge impacts and consequences that are difficult to deal with. This chapter presents a review of selected multiple criteria problems used in supply chain optimization. Research analyzed the multiple criteria decision-making methods to tackle the problem of supplier evaluation and selection. It also focuses on the problem of supply chain when a disruption happens and presents strategies to deal with the issue of disruptions in supply chain and how to mitigate the impact of disruptions. Prevention, response, protection, and recovery strategies are explained. Practical part is focused in the risk-averse models to minimize expected worst-case scenario by single sourcing. Computational experiments for practical examples have been solved using CPLEX solver.

Some positions within a firm consistently lead to promotion with a higher probability than other positions at the same hierarchical level. Therefore, serial correlation of promotion rates is not indicative merely of individuals with high innate ability, but it is also a feature of organizational structure. I describe these positions as “fast jobs” and present a model in which jobholders acquire human capital in these jobs that is more valuable at the next level. Data from a financial services firm confirm that workers in fast jobs are younger than other workers at the same level, and that transfers from fast to slow jobs are common. Thus, the process of grooming workers for advancement is analogous to more aggressive up-or-out systems. This deliberate grooming of some workers for advancement has income inequality implications, as it may reinforce the effect of small biases or small differences in early apparent ability.

To disseminate helpful advice to current and future candidates about the accounting academic job market.

Literature review, interviews with recently hired faculty members, insights from the author’s experiences as both job candidates and search committee members, and discussions with colleagues.

In this chapter, we discuss the current state of the job market for accounting professors and offer our insights as well as those from a group of recent graduates. It is our recent experience that many rookie candidates pursue initial faculty positions with an incomplete understanding of many aspects of the market, including how the market clears, job expectations, and other issues that we believe are important. While others have adequately addressed the importance of research in the profession and alluded to some aspects of the market, we provide additional useful information about the market and other career aspects in order to assist new graduates in their quests to find fulfilling appointments. Our chapter complements existing literature to form an updated and more complete picture of the market and profession.

This chapter helps prepare candidates for the job market by providing information and advice that complements advice given in Ph.D. programs and the existing literature.

Candidates entering the job market will better understand the nuances of the market and can make more informed decisions about the institutions that best meet their needs.

The chapter provides important practical advice for job seekers about the accounting academic job market not available elsewhere.

We examine the maturity structure in private placements of debt and relate it to contracting, signaling, tax, and liquidity risk considerations for firms. We find that firms with higher tax rates issue private placements of debt with longer maturities, consistent with the tax hypothesis. However, our results do not support the contracting, signaling, and liquidity risk hypotheses. In addition, the results are confined to the smaller firms in the sample, firms without a public debt rating, and debt issues not pursuant to Rule 144A. The evidence is consistent with smaller firms issuing private placements of debt to avoid monopoly rent extraction from banks.

The paper examines two race-based intervention programs, focusing on the distinction between models of intervention based on targeted and indiscriminate (i.e., normative) college-going cultures. We unpack the concept of the “college-going culture” – defined as a set of expectations and norms that socialize students to view themselves as college-bound – and add nuance to it by illustrating how racial/cultural community and school environments, respectively, act as spheres of influence. Findings are based on semi-structured interviews with 46 alums of two effective, race-based intervention programs. Within one program, participants experienced culturally relevant programming but felt excluded from the college-going culture of the wider school environment. In the other program, students were included in the larger college-going culture of the school, but often felt culturally isolated. Participants’ narratives provide insight into the strengths and pitfalls of both intervention programs, and the paper concludes with a diagram outlining elements essential in optimal college-going cultures.