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Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

Research on communication in organisations has enabled us to develop a body of knowledge about recognising and overcoming barriers to effective communication. In contrast to the tenet in the communication literature that communication barriers require minimisation, the leadership literature provides a basis for a re‐conceptualisation of the “problems” into opportunities. This article offers a theoretical synthesis of the communication and leadership literatures to extend our knowledge of improving communication in organisations.

UCLAForum.com is a co‐operative venture between the UCLA Sanela Diana Jenkins Human Rights Project and the International Criminal Court Office of the Prosecutor (ICC OTP). The main purpose of the forum is to create an opportunity for the greater legal community to engage in a dialogue covering topics of special interest to the Prosecutor. The purpose of this paper is to document the process of developing this unique resource in the form of a case study.

This study provides the history of the project, web‐use statistics, structural details that shed light on the use of information communication technology (ICT) within a complex partnership of UCLA School of Law and ICC OTP, and provides a summary of the outcome to date.

There have been six debates to date. Individuals from 190 countries speaking 90 languages have visited the forum and almost 280,000 words have been written on the Forum since its launch in September 2010.

UCLAForum.com is the only place on the internet where an average online citizen has access to the Prosecutor of the International Criminal Court by simply posting his or her opinion on the Forum.

UCLAForum.com is a unique use of ICT to explore issues of interest to the Prosecutor of the ICC. It provides a place where these issues get highlighted. It presents the relevant legal landscape with the framing of the issue and the invited experts, in addition to the public debate. The Forum provides visibility to OTP policy decisions. It gives voice to the public and creates a community of interested parties around each issue. And it vets each issue in a defined time span, making it a useful resource prior to its ripening before the ICC.

This paper examines strategies to meet the communication challenge of change brought on through planned transitions, by the stress of a crisis, or as a result of the social transformation in work and the nature of work. It explores the cycles of change to create a foundation for understanding the communication of change to individual people in an organisation. It examines the impact of reengineering as a change vehicle, the role of trust in reengineering, and some reasons reengineering appears to have shortcomings for individuals coping with change. A reengineering case study is also presented. Successful communication of change demonstrates an understanding of the cycle of change, the importance of trust in the communication process, the essential personal nature of change, the necessity for continuous face‐to‐face communication, and a recognition that current global changes are symptoms of a shift in the human condition.

The association between income distribution and measures of health has been well established such that societies with smaller income differences between rich and poor people have increased longevity (Wilkinson, 1996). While more egalitarian societies tend to have better health, in most developed societies people lower down the social scale have death rates two to four times higher than those nearer the top. Inequities in income distribution and the consequent disparities in health status are particularly problematic for many women, including single mothers, older women, and women of colour. The feminization of poverty is the rapidly increasing proportion of women in the adult poverty population (Doyal, 1995; Fraser, 1987).

Interdisciplinary healthcare education and collaboration facilitates healthcare quality improvement (QI). Education challenges include cost, logistics and defining the optimum staff-engaging method. The purpose of this paper is to determine the optimum QI educational model and measure its impact using plan-do-study-act (PDSA) cycles.

The authors established an on-site interdisciplinary QI learning collaborative: weekly 30-minute learning sessions close to the working environment; a learning materials Twitter repository; and junior doctor-led QI work streams aligned with surgical directorate quality goals supported by a mentorship network. Delivery style (lectures, workshops and QI project reporting) and learning session content was planned weekly using PDSA cycles and modified using participant feedback (score 0-10). All surgical directorate QI work streams were measured before and at nine months.

From May 2014 to February 2015, there were 32 learning sessions with 266 scores (median 12 weekly, range 5-21). Workshop delivery scored the highest (mean score 9.0), followed by live project reports (mean score 8.8). The surgical QI work streams increased threefold from four to 12, including six junior doctor-led projects.

By proactively acting upon feedback, the authors centralised QI measurement and tailored learning sessions to staff needs. Building sustainability involves continually refining learning curriculum and QI work streams, and expanding the mentorship network.

The collaborative was established at no additional cost. Twitter is used to promote meetings, facilitate conversations and act as a learning repository. The mentorship framework builds QI and coaching expertise.

The purpose of this paper is to describe the discovery of the application of DNA profiling to the criminal justice system.

Researching the origins of the discovery of the application of DNA to the criminal justice system via an analysis of the first case in which it was applied to.

It was discovered that the first application of DNA profiling to the criminal justice system meant that a young man with intellectual disabilities was saved from wrongful prosecution. The case study also raises ethical issues concerning the mass screening of targeted populations by way of DNA.

The case study is descriptive in nature and draws from earlier work describing the events which unfolded.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.