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The aims of this study were to evaluate fitness levels in a cohort of police trainees and compare these results to other police trainees and the general population.

Retrospective data for 274 male and 152 female police trainees were supplied. Measures included height, body mass and physical appraisal test (PAT; 2.4 km run, vertical jump, push-ups and grip strength) results, assessed twice, prior to commencement of training, separated by several months. Wilcoxon signed rank tests were used to analyze non-parametric initial and final PAT scores and Mann–Whiney U tests were used to determine variance between groups.

Male trainees were significantly quicker in the run (−12%, p < 0.001), completed more push-ups (+74%, p < 0.001) with greater grip strength (+52% left and +50% right, p < 0.001) when compared to female trainees. Following the second PAT assessment, the significant differences between male and female trainees remained (p < 0.001). Only female trainee 2.4 km run times improved significantly between initial and final PAT (−4%, p = 0.002).

When compared to the general population from which they were drawn and to other law enforcement trainees, the police trainees in this study were quicker, more powerful and stronger. While there was no loss of fitness between initial and final PAT performance, a conditioning program, spanning the periods between initial and final PAT may be of benefit to increase fitness prior to training commencement especially for female trainees who were generally less fit than, yet must complete the same training as, male trainees.

This study investigates the performance of Indiana’s new principals per the Educational Leadership Constituent Council (ELCC) and the Indiana Content Standards for building-level leader preparation. Using quantitative survey methodology, information was collected from Indiana superintendents regarding the effectiveness of principals who had recently completed university administrative preparation programs. Analysis of responses revealed that superintendents viewed their new principals as “proficient” in almost every area, with the highest mean observed in the category of Integrity. In contrast, the mean response for “financial management” was found to be in the “basic” range, creating implications for an area of potential development in school leadership education in the state.

This study leads the reader on a learning journey with the heroic metaphors derived from heroic myths of today’s pop culture to the views shared by aspiring administrators. Viewing the students’ leadership vision of self as hero provided insight to guiding students in their personal leadership journey. By naming and describing self as hero, future administrators examined and then revised their own mental models for leadership by translating pop culture characters from Spiderman to McGyver to their own heroic metaphor and vision of school leaders.

The paper aims to examine whether financial advisors can understand the symbols and meaning that investors associate with money and whether such ability plays any role in enhancing the advisor-investor relationship in terms of satisfaction, level of trust, referral propensity and loyalty.

The authors used a dyadic research design. A total of 186 dyads of financial advisors and their clients took part in the study and completed two parallel self-administered questionnaires.

The authors found that financial advisors often can detect the emotional associations that their clients attribute to money. Such ability can enhance their relationship with investors.

The main limitation of this study is its exploratory nature and the convenience sampling technique that was adopted. Therefore, researchers are encouraged to test the main findings further.

The results have implications for the development of ad-hoc psychological training to enhance the relationship between financial advisors and investors. Understanding the symbolic meanings and the emotions that clients associate with money may be a prerequisite for a financial services company to succeed and be competitive in the sector.

Despite acknowledging that money is not a neutral object but is layered with symbolic meanings and emotional associations, the behavioral finance literature has so far neglected to study these implications from either a theoretical or a practical point of view. This paper aims to fill this gap by investigating the symbolic value of money in the financial services industry.

School leadership is found important for school development and student learning. Consequently, the interest in professional leadership education for principals has increased. In Sweden, professional leadership education for novice principals was made mandatory in 2010. Moreover, enhanced focus on leadership for teaching and learning in terms of ‘pedagogical leadership’ is highly topical. This study aims to deepen our knowledge of novice principals’ experiences of pedagogical leadership practices and relate these to their paths toward principalship. The study follows a qualitative and situated design and adopts a practice-based approach. Observations were conducted in the educational and workplace practices of novice principals in Sweden and interviews were conducted with principals and teachers. Using a conceptual framework of Wenger (1998), the analyses show that principals experience challenges concerning pedagogical leadership if their competence and experience are not aligned with practice and context. This mismatch seems to impair their pedagogical leadership practice. In addition, a lack of leadership experience obstructs their learning in the professional leadership education for principals.

The aim of this study is to outline a practice approach towards safety in public places whereby safety and place is understood as simultaneously produced in everyday work practice. Hence, the focus is shifted from place safety as a manageable asset to safe places as ongoing accomplishments.

This study focuses on practices of enacting safe places on the municipal level in Sweden. Thus, the focus of analysis is on the meanings of safety. The empirical material was collected during the period 2017–2019 in the Swedish cities of Stockholm, Helsingborg and Malmö. In different ways, these cities struggle with navigating safety issues in public places.

The study demonstrates how urban places are enacted as safe in and through practice. The findings include some of the ways in which safe places are accomplished, such as maintaining and caring for places, countering negative rumours and news reports and forming collaboration across sectors and actors. To gain a better understanding of safety in city centres, the study illuminates competing meaning-making processes in management work practice whereby places are negotiated as safe.

The existing research on safety in public places is scattered across disciplinary fields and dominated by a fortress approach to safe places. By contrast to the top-down view of safety as a measure of control, this study generates knowledge of how safe places are continuously construed in the junction of management practices and practices of everyday life.

Educational leadership preparation programs are expected to train graduates who change their practice and produce outcomes for teachers and students. However, programs are challenged to produce evidence of their impact while also evaluating for formative purposes. This paper describes collaboration between an educational leadership program director and a program evaluator to construct an evaluation system that incorporated program theory, processes, and outcomes. The leadership preparation program, grounded in ethical leadership practices, had a unique design with core tenets that informed choices about the evaluation design. Decisions about data sources were informed by evaluation foci, the availability of existing data sources, and resource constraints. The complexity of the evaluation design paralleled the complexity of the program itself. Leadership content expertise, evaluation design expertise, and genuine collaboration were all essential to the successful design of this evaluation plan. Several recommendations are offered for others collaborating to design evaluations of their programs.

Quality educational leadership preparation has positive influences on practices of graduates. In the Finnish decentralized education system, little is yet known about the sources of principals’ practices. This research explores the sources of principals’ self- assessed leadership practices in Central Finland and identifies areas for more emphasis. Respondents were selected by purposive sampling. This multiple case study employed eight semi-structured individual interviews as means of data collection. Inductive content analysis was performed. From the findings, besides personal experiences, knowledge from course, and field work, leadership and networking are also major sources of principals' practices. Training positively enhances the practices of principals as they engage in more collaboration and trust. Notwithstanding, professional development is essential for principals to stay relevant to the contemporary world of today and to be confident to face future challenges. Methods of course delivery, management of human and financial resources, as well as creating and sustaining local and international collaborations with other training institutions should be prioritized to improve on training.