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Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

The goal of the leadership development process is to enable the individual to learn how to become a self-leader and for any organization to develop leaders. Self-leadership represents an individual's ability to exercise control (self-efficacy) over his or her choice of situations in which to participate in and to provide intrinsic rewards that are usually associated with achieving goals. The paper aims to discuss these issues.

This study presents and describes a conceptual model that will help us to understand the critical dimensions (e.g. self-esteem) associated with self-leadership and the interrelatedness of these dimensions.

The conceptual model that the author describes in this paper provides a comprehensive overview of self-leadership that extends Neck and Manz's (2010) conceptual model. It does so by identifying all the critical super ordinate mediators referred to by Deci et al. (1981) as internal states (referred to in this study as “dimensions”). These “dimensions” are then organized into his or her own singular system which leads to specific types of behavior. Through elucidating the important mediators and learning about and understanding how behavior, an individual's internal processes and external forces influence each other (in what Manz, 1986; Bandura, 1978 refer to as reciprocal determinism), we can begin to understand how to design more effective leadership development programs. Additionally, by studying these mediators any organization can develop clearly defined profiles of potential leaders; in turn, this will help an organization screen candidates more effectively to fill leadership jobs.

This concept piece offers a comprehensive model of the self-leadership process that includes all the important issues and the relationship among the important issues.

Developing a quality programme is important because it is now a prerequisite for quality management and national competitiveness. However, the process of programme development and improvement is problematic. This is the case, in part, because programme developers are not educationists. Using an educational perspective, outlines a conceptual model that will aid management educators to reflect critically on programme quality issues during design or review phases.

The purpose of this paper is to compare and discuss the evolution of six important management systems: Japanese Total Quality Control (JTQC), Total Quality Management (TQM), Deming's system of profound knowledge, Business Process Reengineering (BPR), Lean Thinking and Six Sigma. Indeed, the contribution of this paper lies in the concurrent analysis and classification, by the means of a literature review, of the results and critical implementation factors of the six systems. Deming's Plan‐Do‐Check‐Act (PDCA) has been used to classify the findings from the literature review.

The research methodology is based on a literature review. The literature review has been carried out for each single system, trying subsequently to compare and discuss the results.

Inside the six systems, nine common factors have been found and proposed. They are: results and benefits; management style; deployment of the system; employee management, deployment and participation; voice of the customer; tools, techniques and IT; optimisation of the system; day‐by‐day check and control of the results and review of the system.

This paper presents some limits due to the fact that it is based on a literature review. This implies that more research about the findings should be carried out: TQM in Western companies, Six Sigma that could have substituted TQM, Six Sigma and TQM in Japan, Deming's system developments and the influence of the Japanese style on Lean Six Sigma.

For the first time a paper tries to compare and discuss the six most important systems dedicated to quality and operations improvement.

In the United States research undertaken by Birch (1979) produced the notable finding that firms employing fewer than 20 employees accounted for 66% of all net new jobs in the US between 1969 and 1976. The publication of this study combined with the development of the UK ‘enterprise culture’ (Kirby and Mullen, 1991) led to an impetus for further research in the UK which has been well chronicled by Curran (1986). Birch's findings have, to a certain extent, been replicated in the UK with Doyle and Gallagher (1986) noting that approximately one million jobs were created through small firms and self employment from 1982 to 1984. In a European context Storey and Johnson's review of the European research on job generation (Storey and Johnson, 1987a) noted that, with only one exception, small firms experienced positive employment growth, whereas larger firms suffered a loss on employment.

The research aim has two purposes: to clarify the concepts of values, collaboration and conflict and their relationship with one another within organizations; and to provide data that supported or disconfirm values alignment as a proactive approach to conflict management.

An interdisciplinary review of literature was undertaken, as current literature on the topic of values as it relates to conflict was very limited in scope. The key concepts investigated were the connection between values (including alignment and congruence) and decision making, behavior, collaboration, strategy, prioritization and conflict within an organization. Research was guided using constructionism, chaos and complexity theories within a framework of Chaordic systems thinking.

The paper provides documentation that previous values research practices have been fragmented and have had limited practical applications. Support is provided indicating that values alignment fosters collaboration and could be a proactive approach to conflict management.

No long‐term studies were found on the topic of inquiry, although some documentation on business performance is starting to appear. Further research using values alignment as an organizational process would be beneficial. Practical implications – The framework presented appears to have a pragmatic application that would benefit organizational development and effectiveness. Originality/value – This paper expands previous studies by examining values research across domains and suggesting a different research approach. A model is discussed that provides meaningful linkage between business strategy and organizational values.

IN last month's Library World attention is drawn to the subject of literary history and its teaching by Mr. Sayers, who points out some weak points in the syllabus and examination scheme of the Library Association. His remarks recall the fact that this subject has always been a difficult and rather inflammable one to tackle, because wrapped up in it is that other exciting question of Language, which must be taken in connection with Literature when considered as a teaching subject. We understand that the Literary History syllabus of the L.A. is merely a compromise, which arose out of a tangle caused by the language difficulty. The draft scheme for the teaching of Literary History which was first submitted, provided for a very strict limitation of the subject to the great authors of all nations, according to a list which had been prepared. This scheme proposed to get over the language difficulty by allowing for all purposes the use of text‐books and translations in English, because it was felt to be utterly ridiculous to expect students to be equipped with first‐hand knowledge of Homer, Dante, Hafiz, Confucius, the Vedas, Moliére, Cervantes, Schiller, Virgil, Tolstoy, and other great authors. This proposal, which would have limited the requirements of the examination to a biographical and critical knowledge of about 300 or 400 of the greatest authors of all times, was rejected, and in its place was adopted the compromise to which Mr. Sayers and many others object. This compromise on the face of it, limits the examination to English Literature only, but, when more closely scanned, it will be found also to demand a most extraordinary knowledge of all kinds of foreign authors, in a form which has not yet been systematically recorded. Apart from this, the dimensions of an unlimited survey of English Literature are enormous, because there is no attempt at definition. All that can be gathered from the actual Examination Papers is that the examiners have largely confined themselves to the purely critical side of the subject. But students are not told that modern technical and scientific literature is excluded, nor is any indication given which will show that it is the “literature of power,” and not of “knowledge,” in which candidates are expected to be proficient. Now, it is perfectly well known to every reader that not 1 per cent. of the books published is literature at all. The output of printed matter all over the world consists mostly of Lamb's “books which are not books”—text‐books, ephemera, rubbish in general, and other nondescript essays in typographical art—which have no real place in a Literary History Syllabus. It was to get over this anomaly, and equip students with the knowledge mostly required in libraries—an acquaintance with “books which are not books”—that the original draft scheme for the Literary History syllabus imposed a limitation which should prove effective in confining the examination to pure literature, and relegating the literature of knowledge to the sections devoted to Bibliography and Book Selection. In the present Syllabus, as revised, this distribution actually takes place, but with an extraordinary degree of overlapping which makes it necessary for a candidate to pass thrice in Literary History! He must first pass in Section I. Literary History, which demands among many other things a “knowledge of the editions and forms in which the works of the authors have been published.” Good. No limitation here, and any examiner would, accordingly, be perfectly fair and within his rights in asking for bibliographical details of Cocker's Arithmetic or Buchan's Domestic Medicine. Again, in Section II., Elements of Practical Bibliography, we have a demand for knowledge of book selection, the best books and periodicals, and courses of reading. Here, once more, no limitation, and again an examiner could ask when the first edition in English of the “Arabian Nights” was published,or what is the best edition of Cædmon or the Koran. Finally, in Section V., Library History and Organization, the same requirements are set forth, without any limitation, and candidates are evidently expected to possess a full knowledge of all literature before they can obtain a certificate. All this is very confusing and absurd, and gives point to every complaint which has been uttered against this part of the scheme of examinations. After all, a dilletante, gossipy, pseudo‐critical acquaintance with literary history is of very‐little practical value, compared with exact bibliographical knowledge concerning great authors and their works. For this reason we think the Association should carefully revise its Syllabus, and adopt a better‐proportioned and more equitable distribution of the subject. Section I. certainly requires strict limitation within reasonable bounds, and it ought to be confined to a working knowledge of the chief authors of the world according to a carefully prepared list of names. This should demand knowledge of biographical and critical facts, plus enough of bibliographical detail regarding titles to satisfy an examiner. Failing this, a list of authors, periods, or subjects selected for study and examination should be issued every year before the examination; but a fixed limitation to begin with would, we think, be better.

David C. McClelland attributed India's slow economic development to the lack of people with the need for achievement (n‐ach). His argument is simple: if a nation develops a large number of people – especially managers, leaders and entrepreneurs – who are driven by motives to achieve, to build and develop things, then that resource (achievement‐oriented people) will generate economic development. India today is on a growth trajectory. It has a vast repertory of engineering, technical and managerial talents. But does the country have the so‐called achievement‐oriented managers to lead its enterprises to excel and compete in the emerging world order? This study is an inquiry into this phenomenon.

The study draws a national sample of managers working in the banking sector and attempts to measure the distribution of achievement among them. The linkage between the achievement orientation of managers and their performance effectiveness is also explored.

Though limited by the size of the sample, the study findings reveal that Indian managers possess achievement orientation in considerable degrees and that the highest performers among them are the ones possessing the highest levels of achievement orientation. Furthermore, the study provides insights into how the attribute of achievement orientation operates in the Indian managerial work environment.

The findings make it possible to prognosticate that a transformation has occurred in the social fabric of India, equipping the country to be psychologically and entrepreneurially resourceful with achievement‐oriented managers. Evidence on the distribution of an achievement orientation among Indian managers could be a vital input for strategic managers and top management planning for business expansion and diversification in India.

Sets out the agenda for, and examines the findings from, the initial stage of a longer‐term project aimed at identifying the constraints which guide what are portrayed as self‐managed learning initiatives leading to the creation of “learning organisations”. At this stage the project has focused on qualitative research with informants and groups of practitioners in North‐West UK companies which have involved themselves in learning initiatives and analyses of official discourses and data relating to the criteria inherent in appraising such initiatives. The project has examined tacit agendas in training and development and concludes that the attempts to link individual development with organisational strategy inherent in the human resource practices necessary to underwrite a learning organisation can serve to restrict the possibilities of creating such an organisation.

Insomnia is highly prevalent in prisoners. The purpose of this paper is a review of research evidence on interventions with sleep as an outcome (2000 to 2020) and rates of insomnia prevalence and associated factors in prisons (2015 to 2020).

An internet-based search used Medline, PubMed, PsycINFO (EBSCOhost), Embase, Web of Science and Scopus. Seven interventions and eight sleep prevalence or sleep-associated factor papers were identified.

Intervention research was very limited and the quality of the research design was generally poor. Interventions such as cognitive behavioural therapy for insomnia (CBT-I), yoga and mindfulness can be beneficial in a prison setting. This review identified a high prevalence of insomnia in prisons across the world, which was supported by recent evidence. Factors associated with insomnia include anxiety, depression, post-traumatic stress disorder, personality disorder and pain.

There is a need for appropriately powered randomised control trials of CBT-I in prisons and a need to use objective measures of sleep quality.

Due to a lack of an up-to-date review, this paper fulfils the need for a review of the evidence on interventions in prison settings with sleep as an outcome, rates of insomnia prevalence and associated factors in prisons.