Punitive damages are awarded in the United States less often, and in smaller amounts, than is popularly imagined. This chapter shows that very few incidents in offshore oil and gas exploration and production could lead to an award of punitive damages in the United States. Punitive damages would not be available for pollution damage claims, or for personal injury or death claims brought by or on behalf of seafarers, or for claims brought by workers on fixed platforms against their employers. Punitive damages would most probably not be available in relation to similar incidents in other common law countries and would definitely not be available in civil law countries.
Matt Davies, David Yates and Martin Potts
In this chapter, we discuss the use of a business simulation software; ‘Accounting Bissim’ in accounting courses designed for non-specialist accounting students. We document the development process and emphasize the importance of working closely with the simulation developer, in order to give a tailored accounting experience for the student. We assert the benefits provided by props, supplementary exercises, role-plays and videos, in addition to the simulation software itself. We find (anecdotally) that students enjoy interacting with the simulation, and that it has the potential to help students overcome their initial reservations regarding the study of accounting. We conclude that simulation-based learning (SBL) approaches are not without limitations, but when executed with care, have the potential to bring a number of benefits in the delivery of accounting courses.
Matt Davies, David Yates, Martin Potts and Frances Rosairo
Smartphone ownership and use is at an all-time high, resulting in changes in how leisure time is used for individuals. While smartphone use can present a distraction for students, it also presents opportunities to take education into new spaces, taking advantage of student affinity to this medium. With this in mind, we outline the development of an accounting-themed mobile application: ‘Count FEFE’, which at the time of writing has almost 10,000 users globally. We discuss the development of the application, along with the consideration of a stealth learning approach in the software design features. We show that feedback so far has been largely positive, and that the application continues to be developed into a more sophisticated learning tool for educators and students alike.