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The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

This paper aims to examine the relationship between workplace spirituality and employee creativity and check the mediating role of psychological empowerment on this relationship.

An online survey developed with SurveyMonkeyTM has been shared via LinkedIn to 750 software professionals working in Indian origin. For data analysis, partial least squares-structural equation modeling (PLS-SEM) has been used, and for testing the mediation among the variables, Preacher and Hayes (2008) method is used.

The PLS-SEM results have revealed a significant positive relationship between workplace spirituality and employee creativity. There is also a positive relationship between workplace spirituality and psychological empowerment. Preacher and Hayes (2008) mediation results have revealed that psychological empowerment partially mediates between workplace spirituality and employee creativity.

The present study has filled the gap, which has been not addressed till this date and may be considered to be first-of-its kind study, which directly tried to understand the association between workplace spirituality and employee creativity among employees of Indian origin.

This study aimed to detect the relationships between mindfulness and events participation, and then between the later and psychological empowerment.

The proposed model's underlying hypotheses were empirically tested with data collected through an online survey addressed to a convenience sample of frequent leisure participants (n = 199). The authors applied the structural equation model (SEM) to confirm the aforementioned relationships. To assess the adequacy of the psychometric properties of the measures, the authors performed a confirmatory factor analysis of the measurement model, with a maximum likelihood estimation method.

Under the effects of the lockdown period environment, the results express a positive relationship between a mindful state of mind – related to observation/attention – and the yearnings and perceptions about the participation in events. This relationship for consistency was proven to be moderated by the perception of the participation importance to the individual subjective well-being/mental health. Due to participation insights, there was a positive effect on psychological empowerment, supporting the relationship that had been hypothesized.

The authors propose and test a new model that contributes to the theory and examines how mindfulness behavior can effect more alluring and intense participation in events and what are the anticipated outcomes in terms of psychological empowerment.

At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.

Informed by the concept of well-being in Islam and the eudaimonic view of psychological well-being (PWB), and drawing on resilience theory, this study aims to understand (1) the implications of residing in conflict areas for entrepreneurs’ PWB, (2) the barriers facing entrepreneurs in these areas and (3) the implications of their religiosity for their PWB.

Utilizing an interpretative qualitative method, this study employed 22 entrepreneurs residing in conflict areas (Palestine and Libya). Thematic analysis was used to explore the participants’ experiences and insights.

The findings show that living in conflict areas enhances certain components of entrepreneurs’ PWB, such as self-acceptance and having a purpose in life and diminishes other components of their PWB, including environmental mastery, personal growth, the presence of autonomy and positive relations with others. Additionally, the findings suggest that religiosity, viewed through an Islamic lens, positively contributes to entrepreneurs’ PWB and identify societal (macro level) barriers faced by entrepreneurs in these areas.

The study is theoretically and contextually relevant and offers novel insights into the interplay between religion and well-being in conflict areas. It presents a reinvigorated awareness, opens specific research directions and permits the contextual applicability and possible extension of resilience theory.