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The purpose of this paper is to explore multidisciplinary attitudes and environmental factors affecting dementia care in the Cardiac Catheter Laboratory (CCL).

Questionnaires (n=87) were distributed in a hospital CCL in the North of England. The authors utilised the Dementia Attitudes Scale which incorporates two subscales: Social Comfort and Dementia Knowledge. In addition, a newly devised questionnaire asking about perceptions of how the CCL environment affected care of patients with dementia was added.

The response rate was 71 per cent (n=62). Years’ experience in the CCL was associated with lower Social Comfort scores (p=0.026). Dementia training was associated with higher mean Dementia Attitudes Scale and Social Comfort scores (p=0.021, p=0.007). Participants who had undertaken “Professional studies” had higher Dementia Attitudes Scale and Dementia Knowledge mean scores (p=0.038, p=0.046) but “On-the-job” training was perceived as most beneficial (32 per cent, n=20). Unit co-ordinators and nurses felt the CCL was an unfavourable environment for patients with dementia. Care was perceived to be impaired by environmental functionality, equipment and the presence of ionising radiation.

The small sample limits generalisability. Although the Dementia Attitudes Scale is a validated questionnaire it has not been widely used so reliability of these results is unclear.

Caring for patients with dementia has unique challenges especially in areas like the CCL. These results suggest that practical experience and training can affect the perception of staff to patients with dementia hence there may be a need to assess what would be the most appropriate training to give health professionals in the future.

The authors believe this to be the first multi-professional research study into care of patients with dementia in a specialised acute unit. This was the most diverse sample known to have attitudes to dementia measured quantitatively in an acute hospital department and the results need to be replicated before practice should be changed.

Given the now well‐recognised risk of Alzheimer's Disease (AD) for adults with Down's Syndrome (DS) as they reach middle age, services for people with learning disability (LD) need to meet this new challenge. Good practice guidance from the Foundation for People with Learning Disabilities (Turk et al, 2001) recommended that every service for people with learning disability should set up a register of adults with DS, conduct a baseline assessment of cognitive and adaptive functioning before the age of 30 years, develop specialist skills in this area, offer training to other professionals, front‐line staff and carers, and seek high‐quality co‐ordination between agencies. This article reports the progress of one LD service in meeting these challenges, highlighting the successes and difficulties that may guide other teams considering such a development.

The purpose of this paper is to examine intrinsic forms of motivation and particular incidents of play, socialisation, fun and amusement on an online crowdsourced citizen science platform. The paper also investigates gamised activity (Greenhill et al., 2014) as a form of intrinsic motivation adding a sense of play to work and tasks (Xu et al., 2012). These concepts are explored through close scrutiny of the online citizen science platform Zooniverse.org.

Qualitative techniques with an interpretivist approach are used to analyse online content found within citizen science platforms, related forums and social media by examining incidents of play, socialisation, fun and amusement to investigate how these aspects are applied as a form of user motivation.

The authors find that when users classify crowdsourced tasks voluntarily it does not matter how users are classifying as long as it is accurately. However, what does matter is why they are doing it particularly because of the complex processes that builds relationships between users and the platform. The authors present a conceptual model to enable deeper understandings of how forms of social interaction and play are motivating users contributing to citizen science project to participate in the online processes.

The findings of this paper provide practical implications for how citizen science, and also other crowdsourcing platforms, can engage with notions of play and gamification to motivate participation.

Using detailed examples of online content, the authors reveal how participants of the Zooniverse.org demonstrate aspects of “gamised” behaviour. The authors argue that the exploration of gaming as well as play provides evidence that contributing to citizen science projects can be both utilitarian and hedonic.

Students will need to know basic capital budgeting techniques to value UrsaNav and its divisions. Students must determine which cash flows are relevant and determine an appropriate return on investment. Some of the issues that need to be addressed include: how to handle taxes in a discounted cash flow analysis when valuing an S Corp. where incentives depend on current (known) tax provisions and future (unknown) tax provisions; how to use comparable multiples to develop a cost of capital for a DCF valuation; and how to value a firm using comparable transactions.

Case information was obtained through interviews with the owner, Charles Schue. In addition, the authors researched industry and comparable company data, along with current events relating to government consulting.

UrsaNav is a US-based, international provider of advanced engineering and information management consulting services in the naval navigation industry. After about a decade of operating and growing, the firm had become successfully diversified; however, it had also grown too large to manage effectively. Thus, the company was spun-off into three separate segments: Tagence, Geodesicx and UrsaNav. These segments went “back to the basics,” and focused more on serving customers, with each having a more defined company focus. Is this a move that creates or destroys value? How could it create value for the firms’ founders?

This case is intended for an advanced undergraduate or an MBA corporate finance class or an entrepreneurship elective. Students interested in analyzing whether or not decision makers within a company would want to spin-off divisions, or merge with another company, or divest a company would find this case appealing. Other students who just want to analyze whether the company has grown too much would be good candidates to do this case.

With the evolution of the WLN‐based Illinois Conspectus over the last decade, it is not unusual for some of us Illinois librarians to consider that earlier Illinois product, The Krueger Manual, to be an antique relic of a long outmoded, once‐exciting, cutting‐edge Illinois experiment. However, there are libraries and library consortia in Illinois and around the country who are quite oblivious to the demise of the Krueger Method. They not only use it, but have evolved it and updated its processes and analysis software. Perhaps more significant is the encouraging frequency with which the client‐centered analyses tools included in the Krueger Manuals are beginning to show up in new assessment projects of all kinds.

Accounting education is re-inventing itself as technology impacts the practical aspects of accounting in the real world and education tries to keep up. Big Data and data analytics have begun to influence elements of accounting including audit, accounting preparation, forensic accounting and general accountancy consulting. The purpose of this paper is to qualitatively analyse the current skills provision in accounting Masters courses linked to data analytics compared to academic and professional expectations of the same.

The academic expectations and requirements of the profession, related to the impact of Big Data and data analytics on accounting education were reviewed and compared to the current provisions of this accounting education in the form of Masters programmes. The research uses an exploratory, qualitative approach with thematic analysis.

Four themes were identified of the skills required for the effective use of Big Data and data analytics. These were: questioning and scepticism; critical thinking skills; understanding and ability to analyse and communicating results. Questioning and scepticism, as well as understanding and ability to analyse, were frequently cited explicitly as elements for assessment in various forms of accounting education in the Masters courses. However, critical thinking and communication skills were less explicitly cited in these accounting education programmes.

The research reviewed and compared current academic literature and the requirements of the professional accounting bodies with Masters programmes in accounting and data analytics. The research identified key themes relevant to the accounting profession that should be explicitly developed and assessed within accounting education for Big Data and data analytics at both university and professional levels. Further analysis of the in-depth curricula, as opposed to the explicitly stated topic coverage, could add to this body of research.

This paper considers the potential combined role of professional qualification examinations and master’s degrees in skills provision for future practitioners in accounting and data analysis. This can be used to identify the areas in which accounting education can be further enhanced by focus or explicit mention of skills that are both developed and assessed within these programmes.

The paper considers the interaction between academic and professional practice in the areas of accounting education, highlighting skills and areas for development for students currently considering accounting education and data analytics.

While current literature focusses on integrating data analysis into existing accounting and finance curricula, this paper considers the role of professional qualification examinations with Masters degrees as skills provision for future practitioners in accounting and data analysis.

Projective identification occurs when an individual or group, unable to bear certain features of their own reality, unconsciously splits these features off and projects them into another individual or group. As these features do not reside in the conscious minds of those who do the projecting, they are not available in their minds for scrutiny, understanding or learning. These projections also endow the recipients with unmanageable feelings and characteristics which are not of their own making, and may thereby have a detrimental effect on them and their relationship with those who do the projecting. This paper examines two case examples attempting to throw light on the implications of this concept for management education. The first emerges from a supervisory relationship with a mature student, while the second looks at an experiential group in a “working conference”.