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The purpose of this paper is to recognise communication as a central challenge between autistic and non-autistic individuals as the autistic voice is not silent, but lacks involvement at any level other than that of the observed participant (Milton and Bracher, 2013; NAS and Ask Autism, 2014; Parsons et al., 2009). The main research question, therefore, explores data to understand how some autistic individuals conceptualise their experiences.

The research design, informed by autistic people, used a flexible methodology to accommodate their communication preferences. Methods contextualised autistic narratives regarding support requirements and service provision and located power within these, acknowledging autistic individuals as the expert “insider”. This is critical in tackling access to services and social barriers to inclusion impacting negatively on well-being. Visual and written data were gathered using collage and narrative diary methods, and presented and analysed as three individual case studies (anonymised as Michael, Sophie and Peter) and as a meta-analysis providing a broad picture of themes.

Findings showed similarities and differences in a number of key areas, so highlighting the importance of the smaller narratives within the broad picture of autism.

This study’s key contribution to autism research is that it blends IPA, narrative analysis and discourse analysis with distinct sites of analysis (narrative process, images of autism, audiencing, turning points and discourse). Furthermore, the flexible methodology employed facilitates inclusion of autistic voices by embracing their diverse communication preferences.

The purpose of this paper is to celebrate the manifold contributions made by Michael Thomas, marketing professor extraordinary.

This paper is an exercise in autobiographical memory, coupled with the subjective personal introspective procedures advocated by many leading marketing scholars, most notably, Steven Gould and Morris Holbrook.

The paper shows that ornithology is an apt metaphor – analogy, rather – for Professor Thomas's many and varied contributions to marketing thought.

The paper comes closer than most to defining the quintessential Michael Thomas.

The purpose of this study is to show that despite the profound and commendable efforts of the SEC staff and many others in the legal system, aimed at combatting a billion-dollar hedge fund manager fraud, the perpetrators were effectively not held accountable for the unlawful conduct and hence did not bear the consequences of the conduct. This case highlights the presence of a significant risk that hedge fund investors are not fully accounting for and very likely not earning a commensurate premium for it. During the 1999–2002 period, Lauer and Associates inflated hedge funds’ valuations, misrepresented the holdings of the funds, shared fake portfolios with investors, did not provide reasonable basis for the excessive valuations of the investee companies and manipulated their security prices. In 2009, Lauer was found guilty of violating anti-fraud provisions of the federal securities laws and was ordered to pay US$18.9m in prejudgment interest and to surrender US$43.6m in ill-gotten gains. Despite the substantial evidence, on 11 April 2011 Lauer was acquitted in federal court, of wire fraud and conspiracy to commit securities fraud. Five other associates received light sentences. Yet investors were around US$1.0bn which were never recovered or compensated.

The study applies clinical case analysis. The study produced detailed research and analysis of the of the US based Lancer Management Group fraud case. The focus is on the consequences to investors and other stakeholders in the hedge fund industry.

In 2009, Lauer was found guilty of violating anti-fraud provisions of the federal securities laws and was ordered to pay US$18.9m in prejudgment interest and to surrender US$43.6m in ill-gotten gains. Despite the substantial evidence, on 11 April 2011 Lauer was acquitted in federal court, of wire fraud and conspiracy to commit securities fraud. Five other associates receive light sentences. Yet investors were around US$1.0bn. Investors’ losses were never recovered or compensated.

This is a clinical case study. It is not an empirical study. Findings should be carefully construed.

This study directs hedge fund investors and industry stakeholder to the real possibility of not fraud but also to the limited efficacy of the system in terms of providing protection and compensation to investors. Investors and stakeholders must pay close attention in the due diligence process to minimize probability of fraud.

Hedge fund industry fraud leads to devastating consequences to investors and obviously to their wealth and very possibly adversely impact local economy and community.

This study presents many events that show the extent of the fraud and how it was conducted. This paper shows despite the extensive effort of the regulatory and judicial system, the perpetrators of the fraud were not held accountable for their actions. This case does not point toward a macro system failure. It highlights the presence of a real risk that investors are not accounting for and very likely not earning a commensurate reward for it.

This paper aims to qualify traditional concrete mixtures for large-scale material extrusion in an automated, additive manufacturing process or additive construction.

A robust and viable automated additive construction process must be developed that has the capability to construct full-scale, habitable structures using materials that are readily available near the location of the construction site. Accordingly, the applicability of conventional concrete mixtures for large-scale material extrusion in an additive construction process was investigated. A qualitative test was proposed in which concrete mixtures were forced through a modified clay extruder and evaluated on performance and potential to be suitable for nozzle extrusion typical of additive construction, or 3D printing with concrete. The concrete mixtures were further subjected to the standard drop table test for flow, and the results for the two tests were compared. Finally, the concrete mixtures were tested for setting time, compressive strength and flexural strength as final indicators for usefulness in large-scale construction.

Conventional concrete mixtures, typically with a high percentage of coarse aggregate, were found to be unsuitable for additive construction application due to clogging in the extruder. However, reducing the amount of coarse aggregate provided concrete mixtures that were promising for additive construction while still using materials that are generally available worldwide.

Much of the work performed in additive manufacturing processes on a construction scale using concrete focuses on unconventional concrete mixtures using synthetic aggregates or no coarse aggregate at all. This paper shows that a concrete mixture using conventional materials can be suitable for material extrusion in additive construction. The use of conventional materials will reduce costs and allow for additive construction to be used worldwide.

The purpose of this paper is to explore the issue of violence with respect to white‐collar criminals.

The analysis is conceptual, focusing on the historical underpinnings of white‐collar crime and reviewing the evolution of white‐collar criminals.

Findings suggest that white‐collar criminals do display violent tendencies and, contrary to popular belief, can become dangerous individuals.

The paper represents an extremely useful and practical source for fraud examiners and other white‐collar crime investigators. Raising the awareness of investigators dealing with white‐collar criminals may prevent them from becoming victims of a violent act.

The paper fulfills a need to highlight a dangerous trend with white‐collar criminals in that they may be driven to violence against those involved in investigating their crimes.

Serious case reviews (SCRs) are one means of learning the lessons arising from adverse, salient incidents and tragedies. Adult Safeguarding Boards in England are expected to have an SCR policy and procedure, to commission SCRs, to abstract and act on the learning, and to monitor the resulting action plans.

Since SCRs reflect a wide range of processes, the authors undertook a general review, drawing on their experiences of conducting and contributing to SCRs. They chose to pose sets of question‐prompts regarding the commissioning process, the management of the process, the appointment of a chair and author, the terms of reference, information‐sharing, confidentiality, involving relatives and making findings public. The compliance of the process with human rights legislation is also considered.

Whilst the authors acknowledge the responsibility of organisations to promote continuous and cumulative professional learning, they do not promote SCRs as the sole means of learning about the ways in which professionals and agencies work together to safeguard adults at risk of abuse.

The paper challenges the perception that SCR can be streamlined, structured, codified, and constrained.

In reflective writing, students are encouraged to examine their own setbacks and progress. With a shortage of guidance in how to provide feedback to students on this type of writing, teachers are often left to figure it out on the job. The central hypothesis in this paper is that the lens of reflective practice can help focus teacher efforts and ultimately improve both feedback and instruction. The purpose of this paper is not to produce a universal prescription for assessing reflective writing but rather a protocol for teacher reflective practice that can apply to challenging grading and feedback-giving situations.

Student assessment is a chance for teachers to learn about their students’ abilities and challenges and to provide feedback for improvement. Assessment and grading sessions can also become opportunities for teachers to examine their own instructional and assessment practices. This self-examination process, a cornerstone of reflective practice (Schön, 1984), is challenging, but it may be especially valuable when guidelines for feedback and assessment are hard to come by. Such may be said to be the case in student-centered learning environments such as school Fablabs and makerspaces, where stated goals commonly include cultivating learner self-regulation and resilience. These hard-to-measure constructs are typically assessed through analysis of student reflective journals. This in-depth case study uses mixed-methods to examine how a semester-long intervention affected the grading, feedback and instructional practices of a teacher in a hands-on design classroom. The intervention involved 10 grade-aloud sessions using a computer-based rubric tool (Gradescope) and a culminating card-sorting task. The lens of reflective practice was applied to understanding the teacher’s development of their own reflective capabilities.

During the intervention, the participating teacher grappled with grading and feedback-giving dilemmas which led to clarifications of assessment objectives; changes to instruction; and improved feedback-giving practices, many of which persisted after the intervention. The teacher perceived the intervention as adding both rigor and productive “soul-searching” to their professional practice. Lasting changes in feedback behaviors included a comprehensive rubric and an increase in the frequency, specificity and depth of feedback given to student written work.

Significant prior efforts have been directed separately at the use of reflective practice for teachers, in general, and on the feedback and grading of student process journals. This work combines these lines of inquiry in the reflective classroom assessment protocol, a novel on-the-job professional development opportunity that fosters reflective practice in times of assessment to improve instructional and feedback practices.

To argue that in the knowledge economy, those who are expert in understanding intellectual property issues, such as librarians and information professionals, have a special responsibility for creating policy, encouraging understanding and resolving legal disputes and conflicts unique to this aspect of the information society. One way of achieving this is through the educational impact of systematic information literacy programmes which include intellectual property issues as part of the syllabus.

An overview of current practice and current opinion.

That the current culture, especially in higher education towards intellectual property rights, remains both confused and confusing, above all for the “information illiterate” starting out on degree‐level programmes. Attitudes and policies need to be clarified so that a coherent approach to a range of different but related intellectual property (IP) matters such as plagiarism, self‐archiving on research repositories and respect for commercially owned copyright material is uniformly developed. Debate must be differentiated from policy which in turn must be implemented via the information literacy (IL) syllabus.

This is a statement of opinion that could be tested by practical case study investigation.

Suggests that information literacy programmes be promoted as a way of enhancing students' understanding of intellectual property issues.

This paper brings together different IP issues which are not normally considered together, such as institutional research repositories, student plagiarism and commercial IP entitlements. It points out ways of unifying these in a single coherent philosophy of information society rights and ownership. This philosophy should form one of the mainstays of the information literacy syllabus.

The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning.

A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation.

This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks.

This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study.

There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.