David Hicks and Cathie Holden (eds.) (2007). Teaching The Global Dimension. London: Routledge, Taylor & Francis Group, 212 pages.

Teaching The Global Dimension (2007) is intended for primary and secondary teachers, pre-service teachers and educators interested in fostering global concerns in the education system. It aims at linking theory and practice and is structured as follows. Part 1, the global dimension, proposes an educational framework for understanding global concerns. Individual chapters in this section deal with some educational responses to global issues and the ways in which young people might become, in Hick’s terms, more “world-minded”. In the first two chapters, Hicks presents first, some educational responses to global issues that have emerged in recent decades, and second, an outline of the evolution of global education as a specific field. As with all the chapters in this book, most of the examples are drawn from the United Kingdom. Young people’s concerns, student teachers’ views and the teaching of controversial issues, comprise the other chapters in this section. Taken collectively, the chapters in Part 2 articulate the conceptual framework for developing, teaching and evaluating a global dimension across the curriculum. Individual chapters in this section, written by a range of authors, explore eight key concepts considered necessary to underpin appropriate learning experiences in the classroom. These are conflict, social justice, values and perceptions, sustainability, interdependence, human rights, diversity and citizenship. These chapters are engaging and well structured. Their common format consists of a succinct introduction, reference to positive action for change, and examples of recent effective classroom practice. Two chapters comprise the final section of this book and suggest different ways in which the global dimension can be achieved in the primary and the secondary classroom.

Opinion of Whitehead Hicks regarding distribution of synagogue seats

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Pheo-type: A diagnostic gene-expression assay for the classification of pheochromocytoma and paraganglioma

Context: Pheochromocytomas and paragangliomas (PPGLs) are heritable neoplasms that can be classified into gene-expression subtypes corresponding to their underlying specific genetic drivers. Objective: This study aimed to develop a diagnostic and research tool (Pheo-type) capable of classifying PPGL tumors into gene-expression subtypes that could be used to guide and interpret genetic testing, determine surveillance programs, and aid in elucidation of PPGL biology. Design: A compendium of published microarray data representing 205 PPGL tumors was used for the selection of subtype-specific genes that were then translated to the Nanostring gene-expression platform. A support vector machine was trained on the microarray dataset and then tested on an independent Nanostring dataset representing 38 familial and sporadic cases of PPGL of known genotype (RET, NF1, TMEM127, MAX, HRAS, VHL, and SDHx). Different classifier models involving between three and six subtypes were compared for their discrimination potential. Results: A gene set of 46 genes and six endogenous controls was selected representing six known PPGL subtypes; RTK1–3 (RET, NF1, TMEM127, and HRAS), MAX-like, VHL, and SDHx. Of 38 test cases, 34 (90%) were correctly predicted to six subtypes based on the known genotype to gene-expression subtype association. Removal of the RTK2 subtype from training, characterized by an admixture of tumor and normal adrenal cortex, improved the classification accuracy (35/38). Consolidation of RTK and pseudohypoxic PPGL subtypes to four- and then three-class architectures improved the classification accuracy for clinical application. Conclusions: The Pheo-type gene-expression assay is a reliable method for predicting PPGL genotype using routine diagnostic tumor samples.

Addresses on the death of the Hon. T.H.Hicks

Addresses delivered in the Senate and House of Representatives.

Hicks meets Hotelling: the direction of technical change in capital-resource economies

We analyze a two-sector growth model with directed technical change where man-made capital and exhaustible resources are essential for production. The relative profitability of factor-specific innovations endogenously determines whether technical progress will be capital- or resource-augmenting. We show that any balanced growth equilibrium features purely resource-augmenting technical change. This result is compatible with alternative specifications of preferences and innovation technologies, as it hinges on the interplay between productive efficiency in the final sector, and the Hotelling rule characterizing the efficient depletion path for the exhaustible resource. Our result provides sound micro-foundations for the broad class of models of exogenous/endogenous growth where resource-augmenting progress is required to sustain consumption in the long run, contradicting the view that these models are conceptually biased in favor of sustainability.

Advertisement (printed 1 page) advertising Charles Dwight, agent for The Western Bond Board of Kansas City

Advertisement (printed 1 page) advertising Charles Dwight, agent for The Western Bond Board of Kansas City, 1872, n.d.

The pedagogy of protest : learning through crisis and the case study of Terry Hicks

This article explores the learning dimensions of circumstantial activists, activists who come to protest due to a significant life issue or crisis event, which has contributed to their motivation to campaign. The article is a case study of Terry Hicks who campaigned for more than 6 years to have his son released from Guantanamo Bay, a United States military prison in Cuba, for suspected terrorism. It outlines the learning dimensions of circumstantial activists as they participate in social change with particular reference to Terry's case and reveals that circumstantial activists' learning is fast paced and rapid. Responding to crisis and potential loss, circumstantial activists are frequently taken out of their comfort zones and on to a learning edge because they need to acquire new knowledge and skills very quickly in order to be effective as activists. The emotions are crucial to their motivation and desire to campaign and in Terry's case particularly because of his familial connection to his son David. As activists become more experienced they learn to "manage" their emotions. The article uncovers the community development skills and knowledge that is acquired by circumstantial activists as they learn mainly informally on the job of activism.

Hayek, Hicks e a ascensão do walrasianismo

O artigo discute a origem e a evolução dos conceitos de equilíbrio e tempo que Hicks utilizou para interpretar a Teoria Geral de Keynes. O trabalho está organizado em duas partes. Na primeira, analisaram-se os trabalhos de Hayek. Examinaram-se sua concepção de equilíbrio intertemporal e projeto de desenvolver uma teoria dos ciclos. Por último, discutiram-se a implementação desse projeto e seus problemas. Na segunda parte, foi examinado como Hicks, ao refletir sobre os problemas da teoria de Hayek, desenvolveu seus próprios conceitos de equilíbrio e tempo.