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This paper reports on how a group of secondary school teachers collaborated in a school‐based professional development called Learning Study to improve accounting students' performance on the drawing up of cash budgets.

In drawing up cash budgets – the object of learning – a power point presentation incorporating systematic variation was designed to reduce the overwhelming mass of (often irrelevant) data normally presented to students in textbooks and examiners' reports as part of the solutions to cash budget problems. In total, three lessons were designed focusing on how the object of learning could be handled. In each lesson the critical aspects corresponding to the object of learning were identified and a systematic pattern of variation was applied.

It was found that student learning improved progressively over the three lessons.

There is evidence to suggest that this Learning Study has made an impact, not only on student learning but also on teacher learning, and has contributed in some way to creating a learning culture in this school.

This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates.

This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008).

The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline.

The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries.

It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.

The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has important implications for pedagogy.

This paper uses a Learning Study of the economic concept of price over three cycles with varying groups of high school students which explored the effect of context and cognitive bias on the learners’ understanding of the object.

The object of learning has the following critical aspects: the attributes of the commodity, the exchange mechanism (e.g. the market structure) and consumer rationality. This finding enriches the critical aspects – supply and demand – of the object of learning price found in the current Learning Study literature and current high school textbooks.

Making explicit the variation between mainstream and behavioural models of economic phenomena helps learners to see what is critical – to see the potential and the limitations of those models for understanding the world and acting within it. Without sight of an alternative model it is impossible for the learner to distinguish between the mainstream model of supply and demand and what it purports to describe. Without behavioural dimensions, economics may not appear relevant to consumer decision-making.

The purpose of this paper is to analyse Charles Anthony Raven Crosland and Thomas Humphrey Marshall’s respective theories of equalisation and civic duty, and assesses the ethical criticisms made against these theories. Many of the ethical criticisms levelled against Crosland and Marshall argue that their theories focused exclusively on equalisation and social rights. In taking a morally neutral position, they neglected the duties that should be performed by citizens. This paper assesses the force of these ethical criticisms.

The paper begins by identifying the cardinal points of Crosland and Marshall’s theories of equalisation and the duties that should be performed by citizens. The author ask whether it is reasonable to conclude that they took morally neutral positions and neglected these duties. The author then explore and assess the critique levied against Crosland and Marshall.

Crosland took a passive stance on the intervention of the government in civic morality and did not develop a discussion of the duties that ought to be performed by citizens. Thus, in some respects, he cannot avoid the ethical criticism that he took a morally neutral position and neglected civic duty. Marshall did not discuss only equalisation and social rights, but also considered the duties that ought to be performed by citizens. Consequently, it is concluded that the ethical criticism of his theory is not valid.

The paper makes an original contribution in the understanding of three areas: Crosland’s moral neutrality, Marshall’s discussion on civic duty, and the ethical criticism of Keynesian social democracy.

The purpose of this paper is to clarify how L.T. Hobhouse (1864-1929) theoretically contributed to the British New Liberalism, focusing particularly on the issue of social reform in turn-of-the-century Britain.

The question is approached in two ways: by exploring the theoretical structure of Hobhouse’s ethical theory (which can be termed an “ethics of harmony”) through a textual analysis of his rights theory and distributive theory; and by comparing that ethical theory with that of J.S. Mill, T.H. Green and J.A. Hobson so as to identify their commonalities and differences.

It is found that Hobhouse’s contribution to the New Liberalism was twofold, both of which grew out of his staunchly moralistic perspective. Hobhouse showed in his rights theory a direction towards which the morality of individuals should be developed; and provided a guideline based on a notion of justice for wealth redistribution by the state which he saw as a necessary external condition for realizing such development.

Existing literature on the British New Liberalism has paid less attention to Hobhouse than it has to T.H. Green and J.A. Hobson. Hobhouse has been relatively neglected due to a wide-spread view that his role was mainly in his expressing a typical but not necessarily original direction for the transformation of British Liberalism at the turn of the century. Against this received view, this paper demonstrates that Hobhouse made a significant contribution to the socio-political thinking of the New Liberalism by providing a distinctive ethical theory of harmony, which enabled New Liberal protagonists to address the important issue of the conceptual place of individual morality within a programme of collectivist social reform.

Catatonia is increasingly recognised as a comorbid syndrome of Autism Spectrum Disorder (ASDs). The assessment and management of individuals with comorbid ASD and intellectual disability (ID) adds a further dimension to this already complex presentation, with few cases identified in the literature. The paper aims to discuss these issues.

This paper presents four cases of catatonia in individuals with comorbid ASD and ID. The diagnostic challenges, response to treatment and prognosis are discussed whilst comparing with the existing literature.

A high index of suspicion is required to recognise the subtle catatonic features seen in patients with ASD and ID. Clinicians should be particularly vigilant following stressful events in young adults. The assessment of catatonia in ASDs and ID requires a pragmatic approach given the lack of suitable diagnostic tools and difficulties completing investigations. Caution is advised when using rating scales as they are not validated in ID. The mainstay of treatment is lorazepam, although responses vary.

The discussion of these four cases strengthens the existing literature, and highlights the implications a comorbid diagnosis of ID has on the assessment and management of catatonia in ASDs.

This study aims to investigate the influence of social camouflaging on victimisation and offending in relation to autism and pathological demand avoidance (PDA) traits. Camouflaging aims to overcome or conceal difficulties in social and communication skills. Autistic individuals report camouflaging in response to threat and being verbally and physically assaulted when they have not camouflaged. Thus, camouflaging could be associated with victimisation. Camouflaging could also impact on specialist support available to an individual, potentially increasing the risk of victimisation or offending.

Cross-sectional study was conducted using 220 participants from the general population who completed online questionnaires measuring victimisation and offending, autism and PDA traits, camouflaging and symptoms of depression and anxiety.

Correlational analysis found positive associations between camouflaging and victimisation, and camouflaging and lifetime offending. Greater camouflaging and PDA traits predicted greater offending, whereas greater autism traits predicted fewer offending behaviours. While correlated, camouflaging was not significantly predictive of victimisation. Victimisation was predicted by symptoms of depression and PDA traits.

To the best of the authors’ knowledge, this study is the first to consider camouflaging as an influencing factor on offending and victimisation in autistic and PDA individuals.