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Preventative health services are keen to identify how to engage men and increase their participation, thus improving health, well-being and life expectancy over time. Prior research has shown general gender norms are a key reason for men’s avoidance of these services, yet there is little investigation of specific gender norms. Furthermore, masculinity has not been examined as a factor associated with customer vulnerability. This paper aims to identify the relationship between gender norm segments for men, likely customer vulnerability over time and subjective health and well-being.

Adult males (n = 13,891) from an Australian longitudinal men’s health study were classified using latent class analysis. Conditional growth mixture modelling was conducted at three timepoints.

Three masculinity segments were identified based on masculine norm conformity: traditional self-reliant, traditional bravado and modern status. All segments had likely customer experience of vulnerability. Over time, the likely experience was temporary for the modern status segment but prolonged for the traditional self-reliant and traditional bravado segments. The traditional self-reliant segment had low subjective health and low overall well-being over time.

Practitioners can tailor services to gender norm segments, enabling self-reliant men to provide expertise and use the “Status” norm to reach all masculinity segments.

The study of customer vulnerability in a group usually considered privileged identifies differential temporal experiences based on gender norms. The study confirms customer vulnerability is temporal in nature; customer vulnerability changes over time from likely to actual for self-reliant men.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

The theoretical basis for the case is information asymmetry and signaling theory, with buybacks providing a mechanism for reducing information asymmetry between management and investors. The controversy surrounding buybacks has led to political and regulatory scrutiny, which, consistent with evidence from academic research, may affect corporate behavior.

The compact case is based on secondary, public information about stock buybacks. All sources used are cited in-text, with full citations included in the references section at the end of the teaching note.

Stock buybacks, a means of providing returns to shareholders, have recently received increased scrutiny by politicians, media and shareholder activists. Proponents have argued that buybacks result in efficient allocation of capital by returning funds to shareholders, whereas opponents have criticized buybacks for enriching executives, providing tax advantages to shareholders and contributing to income inequality. Corporations did not curtail their use of buybacks after the Inflation Reduction Act of 2022 imposed an excise tax. The case frames the buyback debate in current events and focuses on the buyback activity of Apple. The case provides students the opportunity to analyze alternative ways that companies can provide returns to shareholders, evaluate impacts of buybacks on corporate stakeholders and appraise the reasons for, and implications of, current controversy regarding buybacks.

This compact case is appropriate for upper-level undergraduate or graduate courses in financial accounting, tax and finance. This case provides an opportunity to analyze and evaluate stock buyback decisions in the context of the current controversy related to buybacks.

In this article, we use the film Bridge of Spies – which depicts the case of U-2 spy pilot Francis Gary Powers – and relevant primary sources, particularly Powers' letters from prison, to provide teachers with a case that can engage students with the complexity of the Cold War. Understanding USA–Russia relations is as important today as ever as we watch the tragedy unfold in Ukraine. Using primary sources to reflect on the Cold War can help secondary students understand the historical context of the war in Ukraine as well as how to evaluate and critique sources of information about the war.

The film and personal letters provide insights often not available or obvious when we focus on the political or military history of an event or time period. The Cold War is frequently defined by the rhetoric of the USA and Union of Soviet Socialist Republics (USSR) governments – but everyday people and citizens had a wider range of views and experiences. The film and letters bring out the humanity of the Cold War.

This article supports secondary teachers in incorporating film and primary sources as teaching tools to study the Cold War while more broadly thinking about these sources as ways to understand the past. The letters used, including those from U-2 spy pilot Francis Gary Powers, help us understand his time in a Soviet prison as well as the behind-the-scenes work to free him as part of a prisoner exchange.

The U-2 Incident and other events of the Cold War provide important context for understanding the Cold War-like tensions between the USA and Russia today. The distrust between these countries has a long history. However, documents like the film and letters discussed here show that there is much more to the bluster of political leaders and the military chess game. There is an important human element to these events and an impact on individuals who are much more than pawns in international diplomacy.

The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.

The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses.

K–6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices.

Sample size was a limitation to this study. Of the 66 participants, 41 (62%) completed the entire survey.

This research provides coaches with valuable insights about coaching practices that teachers find to be the most effective in influencing their writing instruction. The increase in teachers' competence in writing instruction due to coaching provides evidence to administrators and stakeholders that coaching in writing is an area in need of attention.

This study adds to research specific to the coaching of writing within the K–6 context, which currently is sparse.

This study aims to demonstrate what myths of and about science are reproduced in this popular cultural work (movie – “Oppenheimer”). This is done by examining the unconscious hegemonic positions supported by the reproduction of stereotypical and mythical images of science.

Content/Text Analysis: The conceptual analysis of a cultural text – a film (“Oppenheimer”) – through a theoretical apparatus (B. Latour’s theory).

The film demonstrates its reproduction of three distinct elements. Firstly, it exhibits classic scientistic clichés pertaining to technoscience. Secondly, it highlights the replication of the individualized monomyth about the (super) hero, leading to the exclusion of the intricate conditions of technoscience’s existence. Lastly, the film aligns with the Californian ideology, as proposed by Barbrook.

The value of the text is twofold: (1) To show that the classical approaches of Bruno Latour are still relevant. (2) To show what hidden premises and myths about technoscience are being propagated through a work of pop culture (the film “Oppenheimer”) and, in effect, to show what kind of influence of cultural hegemony is at work here.

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.