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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 paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being.

A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum.

Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities.

The paper focusses on presenting an adaptation of Bernstein’s (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how “top-down” knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.

Excess morbidity in people with enduring mental illness is well known. The promotion of healthier lifestyles and physical health monitoring has started to receive more attention in recent years. Despite this, the British Society for Disability and Oral Health (BSDH) has highlighted extensive unmet needs for inpatients with mental illness who have poor levels of oral health and hygiene compounded by restricted access to dental services. An audit cycle of oral health and hygiene was completed at Heather Close Recovery Unit (HCRU), Mansfield in 2009 and 2010, with the aims to improve the oral healthcare of the patients at HCRU and to develop the multidisciplinary team's ability to promote, monitor and enable patients to look after their dental health. A total of 59 people were helped to fill in the questionnaire during two audit runs. Improvement in access to toothbrushes increased from 68% to 86%. There is also an improvement in knowledge of basic oral hygiene practice from 55% to 61%. The ideally recommended practice of brushing teeth twice daily increased from 29% to 38% in our patients. There was a little improvement in the number of patients registered with the dentist since the last audit. We believe that prevention and early intervention are keys to addressing dental health problems in psychiatric patients. The improvement in oral/dental healthcare of patients with chronic mental illness should be seen as part of the holistic recovery package. Effective liaison with community preventive dentistry teams can play a vital role in educating mental health practitioners and patients.

The purpose of this paper is to describe the 16-year research and development journey of the Culture Excellence assessment tool, which is used widely to assess safety and quality culture in the food industry. It is the third article in a theme issue of Worldwide Hospitality and Tourism Themes, discussing the importance of measuring food safety and quality culture.

An iterative process of in-depth interviews and mixed-method case studies led to the development of a conceptual model and an online assessment tool, which are used to gain insight into safety and quality culture.

The research process resulted in a conceptual model of four categories and 20 dimensions of safety and quality culture, alongside a practical online assessment tool to enable their measurement; these categories and dimensions are demonstrated using qualitative quotations.

This paper introduces qualitative data on safety and quality culture direct from the food industry with academic analysis to highlight new dimensions and issues. It will be of value to food safety and quality practitioners, trainers, auditors and other stakeholders involved in the food industry.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This chapter addresses research on worker skill, technology, and control over the labor process by focusing on routine immaterial labor or knowledge work. Based on participant observation conducted among analytics workers at a digital publishing network, I find that analytics workers appear paradoxically autonomous and empowered by management while being bound by ever-evolving, calculative cloud-based information and communication technologies (ICTs). Workers appear free to “be creative,” while ever-evolving ICTs exert unpredictable control over work. Based on this finding, I argue that sociology’s tendency to take organizational boundaries and technological stability for granted hampers analyses of contemporary forms of work. Thus, sociologists of work must extend outward – beyond communities of practice, labor markets, and the state – to include the ever-evolving, infrastructural, socio-technical networks in which work and organizations are embedded. Additionally, research on the experience of immaterial labor suggests that ICTs afford pleasurably immersive experiences that bind workers to organizations and their fields. Complicating this emerging body of research, I find workers acutely frustrated by these unpredictable, ever-evolving, cloud-based ICTs.

The Oaks Leadership Scholars engage in a year-long program grounded in transformative leadership and framed by Project Based Learning to develop identities as advocates and activists. Analysis of Scholars’ reflections throughout the year indicate increased representation of their selves as advocates and activists over time and identifies significant events – such as a museum tour and engagement in their year-long project – in the program year. The findings of the study indicate that The Student Leader Activist Identity Continuum is an effective way to conceptualize the year and when paired with intentional teaching of transformative leadership, and can impact Scholars’ concept of self in relation to justice and equity work. The findings of this study indicate areas for future study and could inform curriculum revisions.