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This paper highlights the case of David Cooper, a vulnerable adult who was financially abused. It discusses the indicators that may have alerted individuals and services to the risk of financial abuse, and the measures taken by those aware of David's potential vulnerability.

Six Feet Under is one of HBO's most unlikely success stories, which in its third season in 2002 was nominated for ten Emmy awards. Let's say you are the CEO of HBO and I come in proposing to do a series on a family of morticians, living in their funeral home. Dad dies in the pilot episode (although he makes cameo appearances from the great beyond). Ruth, the mother, is a repressed housewife who smothers her family. David, the son who takes over at dad's death is a closeted gay, who comes out in the second year of the series. Nate, the elder son, is a Birkenstock-style floater, who, after an Oregonian vegan experience, finds himself caught at home by his father's death, suddenly a partner in the family business. His teenaged sister Claire, suffers from the angst that characterizes her cohort, angst intensified by growing up and living in a funeral home. You, as the CEO of HBO are likely to say: You want to do what? We’ll call you, don’t call us. However, then, you learn that my name is Alan Ball, and that I just won the Oscar for writing American Beauty. I get to do the unlikely series about morticians and burials.

This tribute is in memory of Professor David Campbell, who sadly died in June 2017. David was an influential and inspirational global researcher in accounting. This tribute summarises his significant contribution to the discipline as well as providing insights into his career at Northumbria and Newcastle Universities.

The tribute provides a review of David’s research and his key publications in accounting. Specifically, his invaluable contribution to social and environmental accounting disclosure and related corporate accountability is highlighted.

David was a hugely popular personality in the accounting research discipline and he will be missed by colleagues and friends across the world. His insightful research, thinking and engaging personality led to enduring friendships and significant collaborative research publications. David was a great supporter of international conferences at which he actively encouraged and nurtured research by others around him.

David leaves a legacy of influential publications in accounting that have shaped the discipline and have helped develop solid foundations for rigorous future research in the area.

David’s research had significant practical implications with regard to the usefulness of voluntary accounting disclosure narrative to stakeholders. As well as highlighting the policy implications in relation to corporate disclosure, his work contributed to the debate concerning the accountability and ethics of organisations. Beyond research, David was also influential in professional accounting education as ACCA chief examiner for “Governance, Risk and Ethics”, embedding these issues into the curriculum.

The tribute highlights David’s global collaborative research friendships and their fruitful publications. He will be a huge loss to those people and others who knew him closely, as well as to the accounting community in general.

David enhanced the discipline as we know it and through his work will continue to shape the discipline in years to come. David had a love for research and for others whom he knew through it.

David M. Gordon advanced labour economics with his theory of labour market segmentation, in which jobs rather than the marginal productivity of individual workers were the unit of analysis. He advanced economic historiography and macroeconomics by conceptualising social structures of accumulation – a framework built on the foundation of his institutionalist training and enriched by his study of Marxist economics. By appropriating methods from other social science disciplines into econometrics, he augmented empirical analysis in economics. He was a founding member of the Union of Radical Political Economics and its journal, the Review of Radical Political Economics – that advanced and promoted heterodox, radical, and Marxist economists in the United States. His contributions to economics, to organised labour, and to the New School for Social Research, where I studied with him, were stunning.

Part 1 lays out some context about the New School Graduate Faculty where Gordon taught. Part 2 explores what historical forces, including his family, led to his expansive creativity. Part 3 summarises how he expanded labour economics to include the relations as well as the technology of production, linked his understanding of the production process to a historical materialist view of labour in the United States, then extended that to econometric analyses of the US macroeconomy. Part 4 presents a bibliometric analysis to provide some idea of the impact of his work. I end with some concluding remarks.

Over the twentieth century, the relationships between the home and the school have been considered from a number of perspectives. These include social class and children’s education (David, 1993; Halsey et al., 1980; Utting, 1995); the language of the home and school (Bernstein, 1971); involving parents in their children’s learning (David, 1993; Mortimore & Mortimore, 1984; Sylva, 1987; Wolfendale, 1983); parents’ political participation in their children’s education (Ball, 1990; David, 1993; Deem, 1989; Golby, 1989; Macleod, 1989); home-school relations and minority ethnic families (Tomlinson, 1984); gender and home-school issues (David, 1993); family structure and children’s education (Cockett & Tripp, 1994; Utting, 1995); the treatment of family in the school curriculum (Cockett & Tripp, 1994; DfEE, 2000; OFSTED, 2002; Utting, 1995); the role of school in addressing students’ family problems (Cockett & Tripp, 1994; Rodgers & Pryor, 1998); and home-school contracts (Bastiani, 1991; David, 1993; Macbeth, 1989). The range of areas outlined above alone highlights the complexities of the issues surrounding home and school.

This chapter explores queer theory as a “thought of a method” in educational ethnography by sharing stories of two third grade boys and situating them in a discussion of Britzman’s ideas about reading and Butler’s notion of fantasy. The stories are presented as a possible queer educational ethnography, in which the ethnographer writes the fantastic narrative of the boys as they read creatively to reveal and unsettle gender and reading as sites of constraint to which other constraints adhere. The boys’ reading itself is a queer reading of these constraints and as such makes alterity visible and possible. The study and the methodological framework suggest that educational ethnographers and other adults who work in schools should become attuned to the markers of constraint and alterity, so as to recognize, shelter, and maintain the alterity that children make possible. The chapter asserts children must be allowed to read for alterity, and shows how fantastic narratives that emerge from such readings are limited by the hushing of individuals who disallow alterity in classrooms. Ultimately, this chapter is relevant to ethnographers of education in that it suggests that queer theory not only is necessary to narrate and thus shelter the ways that gender can and should be unsettled in classrooms, but also allows us to narrate and shelter other queer urgencies related to fear, violence, and vulnerability that children experience or share in classrooms. Implications for the current climate of school reform based on standardization of curriculum are also discussed.

Sex has increasingly been constructed as a problem for men with learning disabilities. Research has focused on their vulnerability to abuse and their capacity to exploit. There are also the additional fears of their sexual activity leading to HIV infection or pregnancy. Notions of sexual rights and sexual pleasure are lost in such a discourse. This paper looks in detail at the actual experience of sex for men with learning disabilities, based on qualitative interviews. It paints a very uncomfortable picture, leading to the title question: is sex a good thing for men with learning disabilities?

When an ethical failure of leadership is exposed, we are often disposed to look for an explanation of the leader’s behavior, not an analysis of the moral status of what was done. On one such explanatory account, ethical failures are essentially volitional, not cognitive. Ethically fallen leaders knew that what they were doing was morally wrong but, nevertheless, were motivated to do it anyway. My thesis is that the volitional explanation of human immorality will not be sufficient to explain ethical failures of leadership. Simply applying the volitional explanation of human immorality to leadership contexts ignores the fact that leadership brings with it peculiar cognitive challenges that can lead to ethical failure. Specifically, leadership induces and maintains a leader’s belief that he is somehow excepted from the moral requirements that apply to the rest of us.

The passing of David Maines has left a void in the field of Symbolic Interactionism. His contributions to developing narrative sociology remain part of the foundation of the perspective, but his empirical contributions and theoretical insights were at least as important in advancing Interactionist thought on scientific principles. His teaching and mentoring of others stimulated interest in Interactionism and his career-long dedication to helping others as an Interactionist apostle were factors in encouraging students and peers to launch their own successful careers in academia and elsewhere. My intent here is to trace his career and provide examples of how his legacy both influenced the profession and provided the basis for defining Interactionism as the powerful approach it has become today.