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Meticulous formulation is required to optimize performance of non‐toxic corrosion inhibitors. The proper loading level and pigment volume concentration must be obtained. The old adage “more is better” does not apply to these new pigments. While research is still underway to find the perfect replacement for leads and chromes, formulators today need techniques which will help them now. It has been found that several of today’s non‐toxic corrosion inhibitors can work synergistically with each other to produce performance greater than either one can alone. This paper will summarize some of the results found by the proper combination of non‐toxic anti‐corrosive agents.

Research has shown evidence of the use of impression management strategies in corporate disclosures as a means of presumably tempering and swaying investors’ perceptions. These impression management strategies include shifts in the tone used when providing disclosures. However, recent research also provides evidence that such techniques can have a contrary effect when the tone of the message appears to be “too good to be true.” This study explores how the use of optimism and certainty in the Management Discussion and Analysis (MD&A) portion of the annual report affects nonprofessional investors’ investment decisions – a class of investors known to heavily rely on the MD&A portion of annual reports. We theorize a bifurcated effect where optimism and certainty have a positive and direct effect on investor willingness to invest, but at the same time optimism and certainty have a negative indirect effect on willingness to invest that is mediated through decreased perceptions of disclosure credibility. The results provide evidence supporting such a bifurcated effect from the use of tone in management disclosures.

The article considers the challenges involved in measuring the performance of local public service networks through an empirical analysis of Comprehensive Area Assessments (CAAs), a short-lived but pioneering attempt to gauge the effectiveness of local governments, health trusts, police and fire services in England.

Primary data about the implementation and impact of CAAs were gathered using a mixed method approach, including surveys of local public services, inspectorates and residents together with focus groups and semi-structured interviews in 12 case study areas.

CAAs encouraged agencies to strive to achieve better partnership working but did not provide sufficiently robust comparative data to enable managers to benchmark their performance against other areas or identify good practice elsewhere. Policy makers hoped that citizens would use CAAs to hold services to account but the process failed to attract media or public interest.

The logic of a more ‘joined-up’ approach to performance assessment of local partnerships is compelling. But in practice it is difficult to achieve because institutional arrangements at a national level mean that different sectors work within very different budget systems, professional networks and performance frameworks. Assessing the outcomes achieved by local partnerships also presents new challenges for inspection agencies and requires them to use new kinds of evidence.

This is the only attempt to date to evaluate CAAs and adds to an understanding of the challenges of assessing the performance of local public service partnerships. It highlights new questions for researchers and policy makers about the types of evidence needed to measure partnership performance and the extent to which the public may use the results.

Mental health education aims to develop valuesbased practice to support practitioners in clinical decision‐making. Values‐based practice requires high levels of cultural competence achieved through service user participation in professional preparation. The degree of service user participation remains dependent on the values of programme providers.In this paper, we consider whether strategies to involve service users in mental health professional education can support the principles of valuesbased practice. To do this, we have drawn on the findings from qualitative studies of educators' practices and their views regarding service user involvement. Values‐based practice requires self‐awareness of values impacting on decisions and knowledge derived from service users' personal accounts. The studies suggest that while opportunities exist for service users to present their accounts, few examples of service user involvement facilitated deeper examination of values underpinning decision‐making. Enabling service users to influence values‐based practice development requires more authentic participatory approaches. Educators valued the contribution of service users' experiential knowledge to the learning process, but there was less evidence of educators' values base that would model commitment to the empowerment of service users.

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.

A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.

It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.

The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.

By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

The purpose of this paper is to describe the evolution of the field of personality disorder since the publication of “Personality disorder: no longer a diagnosis of exclusion” in 2003.

A review of both the academic literature contained within relevant databases alongside manual searches of policy literature and guidance from the key stakeholders was undertaken.

The academic and policy literature concentrates on treating borderline and antisocial personality disorders. It seems unlikely that evidence will resolutely support any one treatment modality over another. Criticism has arisen that comparison between modalities misses inter and intra patient heterogeneity and the measurement of intervention has become conflated with overall service design and the need for robust care pathways. Apparent inconsistency in service availability remains, despite a wealth of evidence demonstrating the availability of cost-effective interventions and the significant inequality of social and health outcomes for this population.

The inclusion of heterogeneous sources required pragmatic compromises in methodological rigour.

This paper charts the recent developments in the field with a wealth of wide-ranging evidence and robust guidance from institutions such as NICE. The policy literature has supported the findings of this evidence but current clinical practice and what patients and carers can expect from services remains at odds. This paper lays bare the disparity between what we know and what is being delivered. The authors argue for the need for greater research into current practice to inform the setting of minimum standards for the treatment of personality disorder.

What happens when leaders are unable to keep leading? Leaders are often expected to be enthusiastic, innovative and help lead their organization forward. However, sometimes they can find themselves so emotionally and physically depleted that they are unable to function, even at the most basic level. Years of stress, heavy responsibilities, personal issues and unhealthy work hours can take a toll in the form of ‘burnout’. The battery is flat and the car cannot start. There are many contributing factors to burnout. It comes at a high cost to the leader, his family and his organization. This chapter will look at the nature of burnout and examine how the leader’s personality, work role, leadership style and life experiences can all contribute to the development of this condition. The impact of burnout, pathways to recovery and some preventative measures will also be examined combining current research findings with the author’s own experience of burnout. This chapter aims to highlight the need for leaders to look after themselves and for organizations to help support their leaders in an effective way. Although recovery from burnout may be a difficult and long journey, leaders can regain their strength and motivation and return to the role stronger and with more effective coping strategies.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.