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Domestic abuse (DA) is a major issue with serious psychological, social, societal and economic impacts. Consequently, there has been an increased focus by policymakers and multiple statutory and third-sector agencies on addressing harms associated with DA and fostering healthy intimate and domestic relationships. This paper details the development and implementation of a whole family approach to DA set within a community social services setting.

A detailed description of the development and implementation of a new whole family approach is provided. This includes a focus on the equilibrium programme, an accredited strengths-based, solution-focused group element that has been devised and established for those engaging in harmful behaviours.

The importance of governance, programme support and practitioner supervision are discussed along with the ways these are used by the service. The evaluation framework presented will enable the impact of the programme to be determined over the coming years.

There is clear need to address the significant problem of DA/intimate partner violence. This paper provides a model and accredited treatment approach to implementing a whole family approach to DA set within a community social services setting. This provides an opportunity for early intervention based on a strengths-based, solution focussed approach to addressing harmful behaviours and building skills and resilience.

This paper details a whole system approach to early intervention with families in which there is DA. Providing input via social care child and family support services prior to legal involvement provides an opportunity to avoid an escalation of harms. It also enables solutions to conflict to be found which take account of the relationship between parents and children.

This paper aims to understand whether, and if so how, the United Nations’ Sustainable Development Goals (SDGs) influence large companies’ adoption and implementation of a broader corporate purpose, beyond profit maximization.

Adopting a multiple-case study method, data were collected from semi-structured interviews with 28 managers from 16 large companies in Australia and Japan, and from secondary sources. Grounded theory methods were used to analyze the data and draw out key findings.

The study revealed the influence of the SDGs on corporate purpose depends on the SDG integration level: where and how the SDGs are integrated into management practices. The influence was more significant when the companies implemented the SDGs at a normative level compared to those implementing the SDGs at a strategic and/or operational level.

Due to the exploratory nature of the study, the sample size is limited and covers only companies in two countries. Future studies could examine the validity of the findings and the explanatory model by testing with a larger sample and expanding the scope into different countries. The study provides practical implications on how large companies’ could scale up their contributions to achieving the SDGs.

While the extant literature suggests a simple relationship between sustainability (the SDGs) and corporate purpose, this paper identified a more complex relationship. It presents in a multi-pathway model that explains the relationship, based on empirical evidence from 16 large companies in two different institutional contexts.

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

The purpose of this study is to examine the relationships between chief executive officers (CEOs) with military service and firm dividend and cash holding decisions.

The authors use a sample of Standard and Poor's (S&P) 1500 firms in the USA over a sample period from 1999 to 2017 and a panel data approach, as well as instrumental variable (IV)analysis. The models control for firm characteristics as well as industry and year-fixed effects.

The results show CEOs with military service are associated with higher total payout and less cash. Higher dividends appear to drive the total payout result. When cash holdings are split into pure cash and short-term investments, the reduction in cash holdings is driven by a reduction in pure cash. The findings are more pronounced for powerful CEOs and CEOs with low labor mobility. Military CEOs are also associated with less risk, measured by stock return volatility and return on assets (ROA) volatility.

Overall, the results are consistent with military CEOs implementing conservative policies that reduce firm risk, curtailing the demand for precautionary cash and reducing the necessity to forego dividend payouts.

This practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.

As the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.

LLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.

This article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.