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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 the article is to assess the effectiveness, compliance, adoption and lessons learnt from the pilot implementation of a data integration solution between an acute care hospital information system (HIS) and a long-term care (LTC) home electronic medical record through a case report.

Utilization statistics of the data integration solution were captured at one-month post implementation and again one year later for both the emergency department (ED) and LTC home. Clinician feedback from surveys and structured interviews was obtained from ED physicians and a multidisciplinary LTC group.

The authors successfully exchanged health information between a HIS and the electronic medical record (EMR) of an LTC facility in Canada. Perceived time savings were acknowledged by ED physicians, and actual time savings as high as 45 min were reported by LTC staff when completing medication reconciliation. Barriers to adoption included awareness, training efficacy and delivery models, workflow integration within existing practice and the limited number of facilities participating in the pilot. Future direction includes broader staff involvement, expanding the number of sites and re-evaluating impacts.

A data integration solution to exchange clinical information can make patient transfers more efficient, reduce data transcription errors, and improve the visibility of essential patient information across the continuum of care.

Although there has been a large effort to integrate health data across care levels in the United States and internationally, the groundwork for such integrations between interoperable systems has only just begun in Canada. The implementation of the integration between an enterprise LTC electronic medical record system and an HIS described herein is the first of its kind in Canada. Benefits and lessons learnt from this pilot will be useful for further hospital-to-LTC home interoperability work.

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.

Attributing blame for performance failure and credit for success is ubiquitous in organizations. These responsibility attributions can play an important role in aligning individual and organizational performance expectations, but may also exacerbate conflict in groups and organizations. Theory suggests that an actor's organizational role will affect blame and credit attributions, yet empirical work on this prediction is lacking. This article tests an organizational role approach by assessing the effect of the responsible actor's hierarchical position and whether he or she acted as an individual or as part of a group on blame and credit attributions. The study finds that in response to organizational failures and successes leadership roles attract more blame than other positions, but in contrast to previous predictions, these roles do not attract more credit than lower level roles. In addition, upper level positions tend to be assigned greater blame than credit, while lower level positions show a reversed pattern: they attract more credit than blame. Groups are less likely to be assigned blame and more likely to be credited than are individuals, and occupants in flat organizational structures are assigned higher levels of blame and credit than are occupants in taller organizational structures.

Remote patient monitoring (RPM) and virtual visits have the potential to transform care delivery and outcomes but require intentional planning around how these technologies contribute to integrated care. Since maturity models are useful frameworks for understanding current performance and motivating progress, the authors developed a model describing the features of RPM that can advance integrated care.

This work was led by St. Joseph's Health System Centre for Integrated Care in collaboration with clinical and programme leads and frontline staff offering RPM services as part of Connected Health Hamilton in Ontario, Canada. Development of the maturity model was informed by a review of existing telehealth maturity models, online stakeholder meetings, and online interviews with clinical leads, programme leads, and staff.

The maturity model comprises 4 maturity levels and 17 sub-domains organised into 5 domains: Technology, Team Organisation, Programme Support, Integrated Information Systems, and Performance and Quality. An implementation pillars checklist identifies additional considerations for sustaining programmes at any maturity level. Finally, the authors apply one of Connected Health Hamilton's RPM programmes to the Team Organisation domain as an example of the maturity model in action.

This work extends previous telehealth maturity models by focussing on the arrangement of resources, teams, and processes needed to support the delivery of integrated care. Although the model is inspired by local programmes, the model is highly transferable to other RPM programmes.

Considers the Investors in People programme and the quality standard ISO 9002 and suggests that many companies approach these standards in an exclusive manner, seeking accreditation to one or the other; few companies consider the merits of concurrently running accreditation programmes to both. Discusses the advantages to be gained from both and gives advice on implementing programmes which will conform to the standards’ requirements. Concludes that combination of the two standards leads to a company gaining the best of both worlds; by developing individuals within the operation so that they may contribute fully to the success of the business, and by setting the appropriate standards to follow, in order to provide the customer with a consistently high quality product.

Export performance research has proliferated in the last decade. Significant progress has been made in developing better theory and knowledge of the export performance of firms. However, the field of inquiry is characterized by a diversity of conceptual, methodological, and empirical approaches that inhibit the development of clear conclusions regarding the determinants of export performance. In this article, an updated review and synthesis of the empirical literature on determinants of export performance between 1987 and 1997 is offered. Using a combination of the narrative and vote‐counting approaches, 50 studies were identified, reviewed, and synthesized. Major directions for future research are also discussed.

The purpose of this study is to examine the impact of managerial ability on corporate tax risk and long-term tax avoidance using the upper echelons theory.

This study uses a quantitative method with regression models, using a sample of listed firms on the Indonesia Stock Exchange from 2011 to 2018.

The regression results report that managerial ability negatively influences tax risk and positively impacts long-run tax avoidance. Companies with more able managers have a relatively lower tax risk and greater long-run tax avoidance. The results reveal that firms with managers that possess greater abilities are more committed to long-run tax avoidance while concurrently maintaining a lower level of their tax risk. The impacts the authors report are statistically significant and robust, as proved by a series of robustness checks and additional tests.

This study only includes firms from one developing country.

The empirical results might be of interest to board members while envisaging the benefits and costs of appointing and hiring managers, as well as to the tax authority and the other stakeholders interested in apprehending how managerial ability influences corporate tax risk and long-run tax avoidance practices simultaneously.

This study proposes and tests an explanation for the impact of managerial ability on corporate tax risk and long-run avoidance simultaneously in the context of an emerging country.

The purpose of this paper is to present a rationale for organizational histories of schools and school districts and discuss the findings of selected examples of the genre.

The author presents a vignette of an organizational history, discusses key elements of the methodology, and offers seven ways in which organizational histories address important issues in educational research.

A case is made, using actual examples of research, that organizational histories of schools and school districts can contribute to testing existing theory, developing new theory, describing how educational change occurs, accounting for the sustainability of educational change, explaining organizational continuity over time, understanding school and district responses to persistent social issues, and balancing an over-emphasis on the impact of school and district leaders.

The paper draws on the author’s original contributions to organizational history as well as the contributions of his doctoral students and others.