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In 1960, Alfred Hitchcock’s Psycho stunned both the cinema-going public and critics alike. Its tale of a young, genial, likeable and mother-fixated hotel proprietor – Norman Bates (played by Anthony Perkins) – whose psychotic tendencies and fractured personality tapped into the zeitgeist of an America changing in a post-World War II world, was very much the antithesis of rock ‘n’ roll rebels like Elvis Presley and James Dean. Norman Bates was Anthony Perkins and Anthony Perkins was Norman Bates.

In 2013, Norman resurfaced from numerous remakes in Bates Motel. With its nod to the past, and a look to the future of how Norman’s story pans out, the series’ narratives, characters and situations showed there was life for him, his mother and the motel beyond cinema.

This chapter examines how Creed’s ideas of ‘Monstrous’ can be overlaid onto Norman, his mother Norman and Bates Motel.

This paper provides a critical review of prevention methods in mental health. Information from existing literature, ideologies, theories and clinical practice will be utilised to gain further insight into the kind of prevention strategies that aid and assist black and ethnic minority communities (BME) in understanding the effects of mental illness in their communities. It is hoped that a real world analysis approach can collectively demystify and change the communities' perception of mental illness. For the purpose of this article, the term black and ethnic minority communities (BME) refers to all classification of people as described in the national census categorisation; expect white (Anglo‐Saxon) ‐ British.This classification of BME refers to a tangible quality, or a sense of being, derived from a position of a shared racial or cultural affiliation. The term, service user, refers to those who have had assessment and treatment by mental health services.

During a consultation with Black and minority ethnic communities in 2002, some 300 people shared their ideas and experiences about how Black and minority ethnic people with mental health problems fare in the employment market. Everyone is encouraged to combat racism by rejecting low expectations and harnessing hidden talents.

The purpose of this duoethnography was to share our narratives as a left-behind early career faculty (ECF) and graduate student with minoritized identities and reflect on academic socialization processes. Specifically, when many scholars are raising alarms about the retention and success of faculty with minoritized identities, it is crucial to recognize the dimensions of socialization within the organizational context of academia.

The authors sought an approach that would facilitate the interrogation of the overlap and divergence of the authors’ perspectives. Duoethnography research design was chosen for its focus on self-reflection as well as on the importance of the expression and consideration of those diverging perspectives. The goal was collaboration to generate a discussion that deepens a complex understanding of socialization in and professional commitment to academia.

The central insight that surfaced from the analysis of our duoethnography data is the enhanced understanding of the “nameless-faceless” dimension of academic socialization. Endeavoring to understand why faculty leave and how those who are left behind make sense of that departure led the authors to examine the unknown entities the authors are responsible to and for so they may better understand their commitment to academia.

The authors’ findings reveal that the nameless–faceless element is just a generalized behavior adopted in the interest of restricted and individual advantage. Diversity and equity practices are touted as a priority, but frequently, institutions act in ways that establish their own self-interests. The authors argue that we are all the nameless–faceless when they participate in academic norms that work to uphold and perpetuate traditional practices in academia.

The authors’ findings point to intentional mentoring and integration of responsibility in faculty roles as potential recruitment and retention tools.

The authors extend the importance of collaboration and mentorship in retaining graduate students and EFC to the concept of intertwined professional commitment, or the theory that it is not simply the outcomes that are influenced by the support and cooperation between faculty with minoritized identities but that our professional commitment to academia is strengthened by that collaboration and witnessing each other's purpose and motivation to remain in academia.

The authors aim to analyze whether the adoption of IFRS accounting standards in Chilean capital markets affects the earnings conservatism of the firms that adopt them.

Using a conditional earnings conservatism model, the authors compare the conservatism of the firms by periods of using or not using IFRS standards for a sample of 95 listed Chilean firms between 1999 and 2010.

The authors’ results show that conditional earnings conservatism is more pronounced under IFRS standards and suggest that the use of IFRS improves the relevance and reliability of the reported accounting information.

The authors provide new evidence from a Latin‐American emerging market and they shed some light on the potential effect of IFRS implementation for several Latin‐American countries that are in the on‐going process of convergence.

Este artículo analiza si la adopción de las normas internacionales de información financiera (NIIF o IFRS) en el mercado de capitales chileno afecta el conservadurismo de las utilidades de las empresas que las adoptan.

Utilizando un modelo de conservadurismo condicional de las utilidades, se compara el conservadurismo de las empresas pre y post adopción de las normas IFRS para una muestra de 95 empresas que cotizan en el mercado de capitales chileno para el período entre 1999 y 2010.

Los resultados obtenidos evidencian que el conservadurismo condicional en las utilidades es más pronunciado bajo la normativa IFRS y sugieren que el uso de IFRS mejora la relevancia y confiabilidad de la información contable reportada.

Se provee nueva evidencia para una economía emergente y algunas luces acerca del efecto potencial que el proceso de convergencia contable puede tener sobre la calidad de la información financiera para algunos países latinoamericanos.

The purpose of this paper is to focus on transition of engineering graduates to work. It asks: “What approaches and enabling activities can organisational induction programs use to support successful transition to practice for new-career engineers?”

The paper is grounded in literature review; it discusses central themes in the literature relating to transition to the workplace for Science Technology Engineering Mathematics (STEM) graduates. These include: skills required for the workplace; challenging factors in the transition to workplace; and, disciplinary socialisation.

There is a lack of literature that explores the design of workplace induction programs to assist novice engineers transition to professional work. An emerging topic in the literature is educational institution and employing organisation co-production of induction and transition to work programs.

Much of the literature relating to transition to work programs is from higher education rather than from the viewpoint of the workplace. This review contributes to knowledge of transition to work for early-career engineers from the perspective of workplace development programs.

The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives.

A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims.

The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn.

Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews.

The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.