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This paper seeks to define a new construct, salesperson opportunity recognition, which contributes to solutions selling effectiveness and efficiency.

A framework for the composition of salesperson opportunity recognition as well as antecedents and outcomes is constructed from an analysis and synthesis of the extant literature on entrepreneurial cognition and creativity.

The paper identifies salesperson opportunity recognition as a distinct, multi‐dimensional construct that mediates the relationship between key organizational variables and solutions selling outcomes.

The paper is conceptual and requires empirical development.

This paper describes key cognitive processes necessary for salespeople to succeed in today's solutions‐oriented, customer‐centric environment. The discussion should help sales scholars embark on new research into salesperson cognition.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

The purpose of this paper is to present the self-described “journey” of a person with dementia (Brian; author 3) in his re-learning of old technologies and learning of new ones and the impact this had on his life.

This is a single case study detailing the participant's experiences collaborating with a researcher to co-create methods of facilitating this learning process, which he documented in the form of an online blog and diary entries. These were analysed using NVivo to reveal the key themes.

Brian was able to relearn previously used technologies and learn two new ones. This lead to an overarching theme of positive outlook on life supported by person-centredness, identity and technology, which challenged negative perceptions about dementia.

The paper provides an example of how learning and technology improved the life of one person with dementia. By sharing the approach the authors hope to encourage others to embrace the challenge of designing and developing innovative solutions for people with a dementia diagnosis by leveraging both current mainstream technology and creating novel bespoke interventions for dementia.

The personal perspective of a person with dementia and his experiences of (re-) learning provide a unique insight into the impact of technology on his life.

Presents a special issue, enlisting the help of the author’s students and colleagues, focusing on age, sex, colour and disability discrimination in America. Breaks the evidence down into manageable chunks, covering: age discrimination in the workplace; discrimination against African‐Americans; sex discrimination in the workplace; same sex sexual harassment; how to investigate and prove disability discrimination; sexual harassment in the military; when the main US job‐discrimination law applies to small companies; how to investigate and prove racial discrimination; developments concerning race discrimination in the workplace; developments concerning the Equal Pay Act; developments concerning discrimination against workers with HIV or AIDS; developments concerning discrimination based on refusal of family care leave; developments concerning discrimination against gay or lesbian employees; developments concerning discrimination based on colour; how to investigate and prove discrimination concerning based on colour; developments concerning the Equal Pay Act; using statistics in employment discrimination cases; race discrimination in the workplace; developments concerning gender discrimination in the workplace; discrimination in Japanese organizations in America; discrimination in the entertainment industry; discrimination in the utility industry; understanding and effectively managing national origin discrimination; how to investigate and prove hiring discrimination based on colour; and, finally, how to investigate sexual harassment in the workplace.

This paper aims to analyse the character and strength of the claims made in an emerging literature offering a sociology of financial reporting principles.

The analysis evaluates exemplary works in the literature against the characteristics of the paranoid style first identified by Richard Hofstadter: overheated claims of a far-reaching, malign and collusive machinery of influence; a reductive, rationalistic and dualistic reading of events; weak empirics; and weak theorisation.

A significant stream within the literature is coming to be constructed in the paranoid style. Paranoid stylistics, used as a diagnostic tool, alerts us here to distorted judgement.

Alternative ways of avoiding the dangers of paranoid-style readings are suggested, ranging from resisting the temptations towards such readings to a radical re-working of the epistemics of “socio-accounting”.

The danger of allowing the conclusions advanced in the literature to go unchallenged is that they may influence society’s attitude to accounting, public policy-making and scholars’ willingness to contribute to the crafting of reporting principles and standards.

Although paranoid style analysis has been widely used to examine narratives in other academic fields, to the best of the author’s knowledge, this is the first study to apply it to scholarly accounting.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Partitioned analysis is an increasingly popular approach for modeling complex systems with behaviors governed by multiple, interdependent physical phenomena. Yielding accurate representations of reality from partitioned models depends on the availability of all necessary constituent models representing relevant physical phenomena. However, there are many engineering problems where one or more of the constituents may be unavailable because of lack of knowledge regarding the underlying principles governing the behavior or the inability to experimentally observe the constituent behavior in an isolated manner through separate-effect experiments. This study aims to enable partitioned analysis in such situations with an incomplete representation of the full system by inferring the behavior of the missing constituent.

This paper presents a statistical method for inverse analysis infer missing constituent physics. The feasibility of the method is demonstrated using a physics-based visco-plastic self-consistent (VPSC) model that represents the mechanics of slip and twinning behavior in 5182 aluminum alloy. However, a constituent model to carry out thermal analysis representing the dependence of hardening parameters on temperature is unavailable. Using integral-effect experimental data, the proposed approach is used to infer an empirical constituent model, which is then coupled with VPSC to obtain an experimentally augmented partitioned model representing the thermo-mechanical properties of 5182 aluminum alloy.

Results demonstrate the capability of the method to enable model predictions dependent upon relevant operational conditions. The VPSC model is coupled with the empirical constituent, and the newly enabled thermal-dependent predictions are compared with experimental data.

The method developed in this paper enables the empirical inference of a functional representation of input parameter values in lieu of a missing constituent model. Through this approach, development of partitioned models in the presence of uncertainty regarding a constituent model is made possible.

Brian Vickery has been a prolific writer as this list — which covers a period of forty active years — indicates. There are almost certainly omissions. He has, for example, been an incisive if gentle reviewer, in this and other journals, of the contemporary literature. Only a few of his extended reviews are included here. The bibliography illustrates the breadth of Brian's professional interests: from Bradford's law in the forties to expert systems in the eighties, with significant contributions to contemporary developments throughout the interim. The range is formidable and characteristic.