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Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.

Inclusion is meant to address the needs of all students in the classroom including those who are identified as gifted and talented. Unfortunately, this population is often excluded from funding and differentiated support. This chapter addresses the disparities of definitions and legislation for gifted students. Common characteristics including strengths and concerns of the students and gifted education in general will also be discussed. Teachers must learn to effectively implement differentiated instruction as well as choose appropriate curricular models and instructional strategies to make their classroom truly inclusive of all learners. Pull-out, push-in, self-contained setting, cluster grouping, and enrichment programs have all been found to be effective service models for gifted students. Within the environment strategies such as independent study, learning stations, tiered lessons, and problem-based learning can further individualize student learning. Final recommendations on the future of gifted education will be addressed.

In 1930s Britain, tennis champion Fred Perry was a household name. However, the name Fred Perry is more commonly associated with striped-collar polo shirts featuring a laurel wreath logo. In the late 1960s, Fred Perry polo shirts were standard mod and Skinhead dress. When worn by working-class youth the shirt became subversive commentary on English elitism because it had originally been designed for the tennis courts. Many punks also aligned with the brand in dual demonstration of association with working-class ethics as well as an alternative to t-shirts. In the 1980s and onward, this sartorial style was appropriated by right-wing white nationalists, which stripped it of its subcultural spirit. Patriot groups, such as neo-Nazis and the alt-right have continued to co-opt the subcultural style, simultaneously turning the Fred Perry polo into a symbol of racism and bigotry. The multi-use of the Fred Perry brand creates a challenge in how to interpret visual cues when one garment has competing perceptions that at times can be completely opposing. This study examines the history of the Fred Perry brand through the lens of symbolic interactionism, specifically how the shirt evolved from a rather innocuous, yet subversive, form of merchandize repurposed from the tennis world to youth subcultures where the polo communicated group identity. As the brand has moved through fashion cycles, the association of the Fred Perry polo with deviant groups has reduced the brand to representations of hate and separation, which has impacted sales and brand image with its intended consumers.

Purpose – This chapter examines change over time in income, human capital, and socio-demographic attributes for married, divorced, and never-married mothers

Methodology/approach – The chapter consists of descriptive analysis of data from the National Longitudinal Survey of Youth's 1979 cohort. Respondents were followed from 1979 to 2006.

Findings – The economic consequences of single motherhood are persistent. Women who have once been divorced or never-married mothers remain poorer through middle age, no matter how their family structure subsequently changes.

Social implications – A critical feature of the modern economic and demographic landscape is the intersection of individual and family characteristics. Many divorced and, especially, never-married mothers experience profound disadvantage even before they become mothers. Single mothers in general are far less likely to have college degrees, and, in the case of never-married mothers less likely to even have a high school diploma. Never-married mothers are also much less likely to be employed. Single mothers have less educated parents, and are themselves more likely to come from nonintact families. All of these disadvantages contribute to the economic costs – and the economic stress – of single motherhood.

Originality/value of paper – The chapter demonstrates that single mothers comprise two very different populations, divorced and never-married mothers. However, both are at a substantial disadvantage compared to married mothers.

This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.

The ways in which battered women respond to domestic violence, and the ways the legal system constructs those responses, constitute the framework of this chapter. The analysis focuses on mitigation in sentences of battered women who killed their abusers and examines the manifestation of agency and victimization in the mitigation structure. My thesis is that these women are perceived by courts solely as victims who lack agency and autonomy. Three main themes emerge from the analysis: first, the courts focus on the mental state of the defendants, stressing their psychological deficiencies as the primary mitigating factors. Secondly, many cases are categorized by courts as unique cases. Thirdly, in several cases the courts portray the women as “victims of circumstances”. An alternative analysis to that offered by the courts, one that seeks to reframe the mitigation process, is introduced in this chapter. According to this analysis, the narrative used in cases of battered women who kill should be changed to reflect dimensions of agency and resistance. In the suggested discourse, the abuse these women suffer is acknowledged, but is used to explain the women's urge to self-preservation and thus, the rationality and reasonableness of their acts.