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Suzanne Collins’ The Hunger Games is a post-apocalyptic tale that takes place in a barely recognizable North America. Told in the voice of 16-year-old Katniss Everdeen, a citizen of the desperately poor District 12, the reader learns of the government’s method of keeping the deprived population under control. Every year the Capitol demands that each of the 12 districts select, through the means of an unfair lottery system, a boy and a girl to become tributes in the nationally televised “Hunger Games.” Here, with much fanfare, the 24 young participants must fight to the death until only one remains. Full of social commentary, the content of this cautionary tale is an ideal tool for teaching economic content and initiating meaningful classroom discussion.

People with learning disabilities are subject to the same range of psychological disorders as non‐learning‐disabled groups. Although in the 1970s and 1980s many therapeutic interventions were based on psychological theories of learning, there has recently been a large expansion in the types of therapy on offer. They have included increasingly sophisticated use of models based on learning theory and the incorporation of a diverse range of other therapeutic models. Although Reports in the literature of successful therapeutic intervention are becoming more common, they largely fail to address the reality of clinical work, which may require a multi‐level approach, for extended periods of time.

The purpose of this paper is to present innovative strategies to promote sustainability‐focused education, in a case study of a multi‐institutional program designed to prepare students for management positions in global apparel and footwear companies. The program is unique in focusing upon management education occurring outside the business school, extension of faculty resources through inter‐institutional collaborations, and use of the internet for course delivery.

Faculty from three institutions collaborated to develop ten 1‐credit web‐based graduate courses and delivered them inter‐institutionally. Through collaboration with global companies and other stakeholders and through field research, the faculty built a shared vision of sustainability education, identified learning outcomes, developed practical and applied learning experiences and created tools to assess learning.

Industry experts agreed that the courses and learning outcomes were important and addressed industry needs. The internet‐based platform and learning activities engaged students and encouraged development of creative strategies for addressing sustainability issues.

Students and institutions benefitted from the award‐winning program. Specific outcomes are discussed.

The strategies used in development of the program provide examples for other educational institutions for how to negotiate institutional factors in pursuit of the UN Principles for Responsible Management Education.

After the successful release of the first Hunger Games film in 2012, the film's distributor, Lionsgate, was preparing to release the next movie in the series, Hunger Games: Catching Fire. Fan expectations had grown after the success of the first film, and Lionsgate faced the challenge of keeping moviegoers interested and engaged in another Hunger Games movie. In an era marked by the rising popularity of digital and social media, Lionsgate knew that attracting fans to a sequel meant pushing the boundaries of traditional marketing tactics.

Digital brand storytelling is about using digital media in a holistic way to tell a brand story and build excitement for an audience. Brand storytelling seeks to make a connection with the audience by giving them an emotional experience that resonates with them. While Lionsgate was aware that traditional marketing would need to be blended with a digital campaign to bring in moviegoers, it also needed to strike a careful balance between the two and choose the appropriate platforms to tell a cohesive story. Should Lionsgate launch a brand storytelling campaign to appeal to fans? Lionsgate's comparatively small marketing team gathered to brainstorm about how to execute such a campaign and position the film for another big success.

Despite the social, educational and therapeutic benefits of book clubs, little is known about which books participants are likely to have read. In response, the purpose of this paper is to investigate the public bookshelves of those that have joined a group within the Goodreads social network site.

Books listed as read by members of 50 large English-language Goodreads groups – with a genre focus or other theme – were compiled by author and title.

Recent and youth-oriented fiction dominate the 50 books most read by book club members, whilst almost half are works of literature frequently taught at the secondary and postsecondary level (literary classics). Whilst J.K. Rowling is almost ubiquitous (at least 63 per cent as frequently listed as other authors in any group, including groups for other genres), most authors, including Shakespeare (15 per cent), Goulding (6 per cent) and Hemmingway (9 per cent), are little read by some groups. Nor are individual recent literary prize winners or works in languages other than English frequently read.

Although these results are derived from a single popular website, knowing more about what book club members are likely to have read should help participants, organisers and moderators. For example, recent literary prize winners might be a good choice, given that few members may have read them.

This is the first large scale study of book group members’ reading patterns. Whilst typical reading is likely to vary by group theme and average age, there seems to be a mainly female canon of about 14 authors and 19 books that Goodreads book club members are likely to have read.

The purpose of this chapter is to describe an accounting ethics course whose purpose, in part, is to short circuit the process that leads to foolish ethical decisions by professional accountants. In addressing how to make ethical decisions, the course deliberately includes processes intended to develop wisdom and to impede reflexive decisions that reflect the five fallacies of thinking. The approach described represents an active, engaging approach to increasing dialogical and dialectical reasoning in students’ pursuit of wisdom through individual selection of outside reading, engaging speakers, and the use of ethics accountability groups. The course is adaptable to large and small class settings where the professor desires extensive interaction among students, and it creates an environment designed to help students develop self-chosen principles to guide their professional lives. Students take responsibility for developing self-determined principles to guide their professional lives. Clearly identifying these principles provides students a basis for resisting ethical compromises in their careers. The course focuses students on developing wisdom and recognizing the weaknesses in a purely calculation-based moral reasoning.

Poets House, a poetry special collection in New York, hosts an annual exhibit of the preceding year's poetry publications in the USA. This paper aims to offer a selection of recommended titles that reflect the range of poetry titles including single‐author works, anthologies, and prose about poetry.

The paper researched and requested donations of 2010‐2011 poetry titles from US poetry publishers to assemble and display a comprehensive collection of poetry publications, from which a selection of 50 titles was made. The selections should appeal to a range of poetry readers, from novices and students to poets looking to access the latest work from their peers.

Over 2,500 poetry titles were published and/or available to readers in the USA between June 2010 and June 2011. These titles range from mainstream publishers to independent presses to artists' collectives publishing works from established poets as well as emerging and international poets.

Without a budget for collection development, the exhibit and resulting titles represent those which publishers have opted to donate to the library. Every effort is made to be all‐inclusive, with the understanding that publishers may send only a selection of their list. The selected titles herein are based on the titles received for the exhibition.

For 19 years Poets House's annual Showcase has been the main collection‐development tool. Publishers donate copies of their titles, which are arranged by publisher for a month‐long exhibition. This approach enriches the poetry special collection, a unique poetry library built on community participation. The all‐inclusive collection‐development approach results in a full representation of poetry publishing.

A selection made from a comprehensive collection of the year's poetry titles offers a sample of poetry publishing from large to small presses and the self‐published in the USA.

Poets House, a poetry special collection in New York, hosts an annual exhibit of the preceding year's 2,100+ poetry publications in the USA. This paper aims to offer a selection of recommended titles that reflect the range of poetry titles including single‐author works, anthologies, and prose about poetry.

The paper researched and requested donations of 2009‐2010 poetry titles from US poetry publishers to assemble and display a comprehensive collection of poetry publications, from which a selection of 50+ titles was made. The selections should appeal to a range of poetry readers, from novices and students to poets looking to access the latest work from their peers.

More than 2,500 poetry titles were published in the USA between June 2009 and June 2010. These titles range from mainstream publishers to independent presses to artists' collectives publishing works from established poets as well as emerging and international poets.

Without a budget for collection development, the exhibit and resulting titles represent those which publishers have opted to donate to the library. Every effort is made to be all‐inclusive, with the understanding that publishers may send only a selection of their list. The selected titles herein are based on the titles received for the exhibition.

For 18 years Poets House's annual Show‐case has been the main collection‐development tool. Publishers donate copies of their titles, which are arranged by publisher for a month‐long exhibition. This approach enriches the poetry special collection, a unique poetry library built on community participation. The all‐inclusive collection‐development approach results in a full representation of poetry publishing.

A selection made from a comprehensive collection of the year's poetry titles offers a sample of poetry publishing from big to small presses in the USA.