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In recent years, Yoga practice has seen a rapid rise in popularity with many positive consequences, both physical and mental attributed to its practice. Ashtanga Yoga has been less well researched in this area and is the specific focus on this work. The aim of this study is to investigate the possible positive impact of long-term Ashtanga Yoga on psychological well-being.

In total, 213 long-term Ashtanga Yoga practitioners were asked to complete the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) 23 scale (Butler and Kern, 2016) which measures psychological well-being. The values given by these individuals were then compared against a larger sample of 31,966 representative of the general population.

Scores were then compared with a PERMA data set representative of the general population (see Butler and Kern, 2016), primarily using a test of difference to compare samples. Secondly, the causal relationship between time spent in practice upon well-being scores.

Findings indicated that those individuals engaged in long-term Ashtanga Yoga practice significantly outperformed the control group on all dimensions of psychological well-being.

This work has demonstrated specific benefits to the practice of Ashtanga Yoga on psychological well-being. Yoga is a form of exercise that is now widely available across the globe, and as such, represents an accessible form of physical practice, which has important psychological benefits.

To the authors’ knowledge, this is the first work investigating differences in psychological well-being profiles using PERMA, as a function of Yoga practice.

This paper takes a broad introductory look at the notion of objectivity within the western philosophic tradition of liberal individualism and exposes how this is related to, or sets the stage for, the creation of learning objects as a concept. Objectivity is predicated on ideas such as the removal of context and the ability to transcend social, cultural and discursive position. Learning objects have often been conceptualised as outside of context as well. This paper presents some of the criticisms of this approach in transcending context and suggests that this conceptualisation may prove problematic in the successful execution, creation and distribution of learning objects.

Roberts and Ullom (1989) theorized that leadership programs should consist of training, education, and development programs. Their model has gained widespread acceptance since its inception, but has not evolved to reflect contemporary conceptualizations of leadership. This paper demonstrates a new conceptualization of the model updated for modern process-oriented leadership, the student leadership programming matrix. The new model casts program styles against individual and group functions, thereby creating a more holistic perspective of the leadership phenomenon. The model is also explored in relation to assessment, campus culture, and sample programs.

The old year has gone, leaving its trail of never‐to‐be‐forgotten memories of strife and turbulence, calamity, disaster, and a huge burden of worries for us to face in the New Year. Few if any will not be deeply grateful to see the passing of 1985. Except for the periods of calm there cannot be a year within living memory to equal it in terms of violence, unparalleled in times of “peace”, collosal in terms of soaring social and public expenditure and financial loss, and in disasters in the world beyond the shores of these islands. It would not be an exaggeration to state that the enormous indebtedness which the year has heaped upon the people will never be wiped off, and it has got to be done mainly by those innocent of any misconduct, and their descendants. The unprecedented scale of street and community violence, the looting, thieving and general crime committed behind the screen of it.

The more recent history of the National Health Service, especially the Hospital Service, has been in the nature of a lumbering from one crisis to another. From the moment of its inception it has proved far more costly than estimated and over‐administered, but in the early years, it had great promise and was efficient at ward level, which continued until more recent times. As costs increased and administration grew and grew, much of it serving no useful purpose, there appeared to be a need for reorganisation. In 1974, a three‐tier structure was introduced by the establishment of new area health authorities, the primary object of which was to facilitate — and cheapen — decision making; to give the district bodies and personnel easier access to “management”. It coincided with reorganisation of Local Government, which included the transfer of all the personal health services and abolition of the office of medical officer of health. At the time and in looking back, there was very little need for this and reviewing the progress and advances made in local government, medical officers of health who had advocated the transfer, mainly for reasons of their own status, would have achieved this and more by remainining in the local government service; the majority of health visitors appear to have reached the same conclusion. They constitute a profession within themselves and in truth do not have all that much in common with day‐to‐day nursing. The basic training and nursing qualification is most essential, however. It has been said that a person is only as good a health visitor as she is a nurse.

The purpose of this essay is to highlight the urgent need for antiracism resource generation in organizations today.

This essay weaves together popular press articles, academic writings and the authors' lived experiences to summarize, clarify and extend the work needed inside of organizations and academia to dismantle systemic racism.

We define antiracist resources as personal and material assets that counteract systemic racism through informing and equipping antiracist actions, and identify three resources—adopting a long-term view for learning the history of racism, embracing discomfort to acknowledge racist mistakes and systematically assess how organizational structures maintain white supremacy—for organizations to address systemic racism.

While there is a critical need for more antiracism research, there are standards and guidelines that should be followed to conduct that research responsibly with antiracism enacted in research design, methodology decisions and publication practices.

The authors call for organizations to directly counter-racism via antiracism resources and offer examples for how these resources can inform and equip companies to create equitable workplaces.

This essay offers: (a) an updated, timely perspective on effective responses to systemic racism (e.g. police brutality and COVID-19), (b) a detailed discussion of antiracism resources and (c) specific implications for antiracism work in organizational research.

Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.

In this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.

The results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.

The authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.

Policymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.

The authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.

This article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.

This paper aims to present an introduction to the special issue titled “Old and New Challenges for Welfare Regimes: A Global Perspective.”

The authors of the special issue combine case studies and comparative analysis across America, Asia, Africa and Europe. The authors were invited to develop the authors'ir studies with a focus on one or more of three axes: (1) institutional and governance challenges surrounding the implementation and expansion of social welfare programs,; (2) state of the art and diversity across emerging welfare states and; (3) challenges associated with migration and demographic pressures.

Articles in this special issue contribute to the authors' understanding of recent challenges and transformations of welfare regimes, with special attention to the following policy areas: youth emancipation, the reduction of poverty and income inequality, social protection and taxation, the role of historical institutionalism to better understand social policy implementation and expansion, the lack of transformative social protection in “’New Right’” governments, determinants of social equality and the transformative effect of migration into welfare states.

To the authors' knowledge, the existing publications on transformations and challenges of welfare regimes are still very much centered on a Western European context. The global perspective and diversity of policy areas covered aims to shed light on the important lessons and policy implications from less traditional welfare states.

This case was designed not only for MBA and executive education but also undergraduate courses in human resources (HR), leadership development, HR metrics and change management. It is ideal for introducing the concepts of diversity, equity and inclusion (DE&I), the balanced scorecard and talent retention.

The case deals with initiating and integrating DE&I programs into a company. It highlights how and when to start, change management issues during roll-out and convincing senior leadership why a program such as the one the protagonist started adds value to an organization.

In early 2018, Kate McKinnon, AVP of HR for CareerStaff Unlimited (CSU), a temporary staffing company and division of Genesis HealthCare, reflected on the late 2016 decision to develop women for leadership roles at the company. With a rather unconventional implementation of the Women’s Leadership Group (WLG), Kate successfully developed fifteen female individual contributors, many of whom were promoted to leadership roles by early 2018. Kate was concerned about maintaining the momentum necessary to continue (and expand) the program of identifying, developing, promoting, and retaining women and other diverse employees across the company. She also wanted to measure a clear correlation between the WLG and CSU’s financial and customer outcomes. It was time to plan phase two of the program, including further improvement of the DE&I efforts at CSU.

The learning outcome of this paper are as follows: focused programs, led by courageous and committed leaders, improve gender equity. DE&I is a business imperative, as much as a legal/risk challenge. To be understood, approved and communicated, HR Initiatives must add value and be aligned with the company strategy along with financial and customer outcomes. People development and growth contribute to top talent retention.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Given the issues the USA is encountering after the George Floyd death and protests, this is a good way to demonstrate how courageous leadership can start to facilitate change in organizations.

CSS 6: Human Resources.

Over the past decade, criminology in Australia, Canada and other settler colonies has increasingly engaged with activist challenges to the penal system. These anti-carceral engagements have been levelled at its laws, institutions and agents. Following a long history of criminology explicating and buttressing penal institutions, the criminological gaze slowly transitioned in the 1970s to a more critical lens, shifting focus from the people who are criminalised to the harms of the apparatus that criminalises. However, the focus remained steadfastly on institutions and dominant players – until much more recently. The COVID-19 pandemic has revealed the strength of activist organisations and grassroots movements in affecting change and shaping debates in relation to the penal system. This chapter will explore the role of activism in informing criminological scholarship during the pandemic period and how criminologists, in turn, have increasingly recognised the need to build alliances and collaborations with grassroots activists and engage in their own activism. The chapter focuses primarily on Australian and Canadian criminology and its growing imbrication with the prison abolition movement, especially in the shadow of ongoing colonial violence. It considers how activist scholars, including ourselves, attempt to build movements for structural change in the criminal system and beyond.