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This paper aims to explore the growing role of customized case studies in executive education programs.

A general review is provided, mainly from the authors' experience, on designing and employing custom cases.

It is shown that the benefits of designing and using custom cases accrue throughout the program development, delivery and follow‐up phases and can have a positive impact not only on course participants, but also on senior management and teaching faculty.

The role of pedagogical tools in executive education remains a largely under‐researched area. Suggestions are made for future work.

It is shown how the construction of a case can vary by both content and format to best suit program objectives. Guidelines are also provided for teaching effectiveness.

This appears to be the first, in‐depth assessment of the design and use of case studies in executive education.

Pink ring is a ubiquitous problem arising during the manufacture of multilayer PCBs, being the manifestation of local delamination at the inner‐layer oxide interfaces around drilled holes and subsequent dissolution of the oxide during plating processes. Except in extreme cases, there is no evidence that the occurrence of pink ring identifies any in‐service reliability problem, but it is nevertheless a clear process indicator and is strictly monitored in statistical process control. The UK Printed Circuit Industry has carried out a collaborative research programme aimed at providing an understanding and a quantitative analysis of the pink ring condition. The research has advanced on two fronts: (i) an investigation into the micro‐mechanisms of the delamination and stress relief around drilled holes and subsequent rôles of the desmear and plating chemicals, and (ii) a statistical analysis of boards manufactured in a variety of ways, analysing the quantitative measurements of pink ring in terms of, for example, panel source, drill supplier, drill quality, drilling backing material, drilling chip rate, stack position, and panel entry/exit side.

Throughout his 20 years as university librarian and keeper of the Hunterian Books and Manuscripts, Henry Heaney has shown an abiding interest in the rich and varied collections contained in Glasgow University Library’s Department of Special Collections. The article traces the unprecedented growth in the collections themselves, and in readers’ use of them, which have taken place during Heaney’s librarianship. Tribute is paid both to the sustained efforts made by Special Collections staff in promoting the scholarly community’s awareness and use of the collections, and to Henry Heaney’s active encouragement. The impact of the Funding Councils’ Non‐Formula Funding,and of digitisation, is considered, and the conclusion is drawn that at his retirement, Henry Heaney is leaving the Department of Special Collections well placed, both in its new location and in its collections and services, to meet the opportunities and challenges of the digital age.

The use of technical terms to communicate accounting information can lead to misunderstandings when the meaning of such terms is not fully appreciated by the recipient of the information. The discipline of translation studies suggests that full equivalence in translation between languages is rare. This suggests that the risk of misunderstanding is exacerbated when technical terms are translated into another language. This paper examines the implications of mistranslations of technical terms in the context of theories from linguistics, which suggest that language influences the way we think. It uses three examples of accounting terminology to illustrate these problems. It concludes that the choice of an inappropriate label in the translation of accounting terminology is detrimental to international accounting communication and creates problems for users and preparers of translated financial statements as well as for researchers in, and students of, international accounting and for those involved in harmonisation and standardisation of accounting.

Near the end of his life, the eminent literary critic Edmund Wilson was editing his notebooks from the Twenties for publication. At one point he added a long passage on Elinor Wylie, a close friend and successful writer whose work he admired:

This project presents an opportunity for high school social studies teachers to infuse content on the federal budget, national debt, and budget deficit into civics-courses. The federal budget influences countries’ decisions about domestic and foreign policy, making the study of the topic a necessity for understanding economic interdependence, as well as active and engaged citizenship. The national debt plays an important role in efforts to balance competing interests concerning taxes, entitlement programs, and government spending. Social studies teachers have the opportunity to create connections between economic and public policies about the federal budget, national debt, budget deficit, and the content commonly taught in high school civics classes across the United States. Our two-day lesson, Examining the role of citizens in the U.S. budgetary process: A case study, can be infused into the civics curriculum to help high school students begin to understand the federal budget, national debt, and budget deficit. We model an inquiry-oriented approach for citizen participation about these topics in high school civics classes.