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The thesis of this commentary is that the institution of war could be abolished through a combination of constructive programmes and obstructive programmes. Good works alone won't end war. To transform dominator, warring cultures into egalitarian and nonwarring ones, constructive programmes are needed to prepare the way, to establish the groundwork for a new lifestyle. But, alone, they will not result in a paradigm shift on earth to a Gene Roddenberry‐style Star Trek future in which there is gender and racial equality, poverty has been eliminated and conflicts are resolved by the rule of law instead of through military force. Paradoxically, unless paired with the force of obstructive programmes, constructive programmes can enable dominator cultures to remain firmly in place. Moreover, to bring about a major social transformation, we will need leaders to unite men and women as full partners in shaping a massive cultural shift to a more egalitarian, just and nonwarring future.Can the people of Earth bring an end to the barbaric practice of war? Or is making war ‐ assembling armed groups that go forth to indiscriminately kill members of other groups ‐ something that evolution built into our biology, an inescapable, inevitable curse that at best can only be managed and mitigated?

Is industry given an accurate picture of its productivity performance? Probably not, according to the Engineering Employers' Federation, which has just completed its own productivity survey among a sample of machine tool manufacturers. Much of the information was based on figures which companies have to provide in Government census returns.

“Being second” refers to a state of mind, an acceptance of circumstance, being content knowing that you are living your life, and not relying on others to dictate what your “best life” should look like. Sometimes, it takes a lifetime to make this journey. This chapter recounts Battalion Chief Jodi Gabelmann’s journey to peace and pride in a well-lived career in the male-dominated, family-centric world of fire and emergency medical services. Dr Judith Glick-Smith ties Chief Gabelmann’s story to the theoretical underpinnings of her story.

The purpose of this paper is to investigate the relationship between positive and negative home-to-work spillover, i.e., home-to-work facilitation (HWF) and home-to-work conflict (HWC) with employability. Moreover, this study also examined whether the relationship between home-to-work spillover and employability varied between academic and support staff employees.

An on-line self-report questionnaire was distributed among academic (n=139) and support staff employees (n=215) working at a Dutch university for distance-learning education. Thoroughly validated measures of home-to-work spillover and employability were used. The employability measure consisted of five dimensions: occupational expertise, anticipation and optimization, personal flexibility, corporate sense, and balance. Hypotheses were tested using hierarchical multivariate regression analyses including interaction effects.

HWF was positively related to anticipation and optimization only, while HWC appeared to be negatively associated with all employability dimensions. As expected, the relationships between HWF and HWC on the one hand and the specific employability dimensions on the other hand were stronger for support staff employees than for academic staff employees.

This study has extended research on employability, by focusing on the home context of employees as a possible antecedent. So far, studies have largely ignored the home context of employees, when investigating employability outcomes. Another contribution was the focus on both positive (facilitation) and negative (conflict) spillover from home-to-work, whereas previous studies mainly focused on one type of spillover only. Finally, the authors had the unique opportunity to compare support staff and academic staff employees in one and the same study.

There are two central questions determining the pedagogy of teacher education: (a) What are the essential qualities of a good teacher; and (b) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz., teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education.

Summarizes the basic principles of Bioenergetics along with its origin in Riechian psychology. Clarifies that Bioenergetics is used at Cranfield not as psychotherapy, but as an aid to personal development for a specific population of high‐functioning individuals, i.e. managers. Places the Bioenergetic body‐mind notion into a philosophical context of human goodness and potential; thus expanding the focus to body‐mind‐spirit. Examines five body‐mind types through the following aspects: how they operate at work; how they were formed; key attitudes; unique gifts; body shape; development path; how they are best managed. Case histories illustrating the different types in various modes of consultant intervention, i.e. individual development, team building and culture change.