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The purpose of this paper is to highlight the importance of the ethical investigation of the emerging practice of people analytics (PA) within human resource (HR) management through charting the development of PA before during and after the COVID-19 pandemic.

This paper is designed as a short review of the current thinking in the ethics of PA, a practical journey through the progression of PA across the pandemic and a theoretical exploration of PA through three lenses: virtue ethics, critical social theory and actor network theory.

The authors suggest that PA raises novel ethical issues in terms of personal impact, increased penetration into working and home lives and the punch delivered in terms of organisational and behavioural change.

This study provides a short review of three theoretical approaches to PA. Detailed research and reflection is required to develop and extend an ethics of PA. While engagement with the ethics of PA requires gaining an understanding of the discipline, ideas and jargon of HR management, it is essential that ethicists engage with PA as HR departments take on greater influence and adopt executive roles.

PA is now at the top of the HR management agenda, but there is limited understanding of the technology, the ethics and the new responsibilities it brings for HR management. This paper raises the profile of an ethical agenda, which practitioners should engage with.

The ethical consequences of PA have social implications as work practices change and hybrid working becomes prevalent. It has the potential to change the relationship between home and the workplace.

This paper provides a unique synthesis of theory and practice in a new area of ethical importance.

The purpose of this paper is to examine the impact of the War on two prominent academic liberal historians.

The research is based on a narrative of their lives and careers before and during the War.

The findings include an analysis of how the War engaged these academic liberals in the pursuit of the War effort.

By the end of the War, both sought to reaffirm much of their earlier academic liberalism despite the political and social changes in the post-war world.

This paper aims to examine the drivers of companies’ compliance with International Financial Reporting Standards (IFRS) using the stakeholder salience theory.

The authors have used panel data from 205 companies to examine the IFRS compliance level across 13 African countries. This study has also established the relationship between stakeholders’ attributes and firms’ compliance with IFRS.

On IFRS compliance, the authors found that the average compliance score among the companies over the period was 73.09 per cent, with a minimum score of 62.86 per cent and a maximum of 85.61 per cent. The authors found a significant positive association between audit committee competence and compliance, as well as among chartered accountants on board. There is less compliance with the latest standards, such as IFRS 3, 7 and 13. Also, IAS 17, 19, 36 and 37 are problematic across the sample. The authors also found that compliance has been increasing over the years.

For companies, this study provides empirical evidence on the importance of having chartered accountants’ corporate boards, as well as competent audit committees involved in ensuring high compliance with IFRS. The findings also provide valuable information for professional accounting organizations on the role of their members (chartered accountants) in the effectiveness of IFRS compliance.

This study complements and updates prior studies on IFRS compliance with findings from Africa, a region that has been neglected in the literature. It provides empirical evidence on the importance of chartered accountants sitting on corporate boards in ensuring high compliance with IFRS.

The Jurassic Park film franchise offers a complex portrayal of gender issues within a long-running science fiction action series, although not one without problematic moments. This chapter examines selected examples from the series to explore this complex picture. These include moments in the series that display female characters such as Ellie Sattler, Sarah Harding and Claire Dearing with power and agency and the top of their respective professions, noting that Jurassic Park is unusual among science fiction films for its presentation of such accomplished female characters. The chapter also addresses the sexualisation of the character Ian Malcolm and the role of the more typical ‘action star’ from later films, Owen Grady. Finally, it considers the question of sex-selection for the non-human characters, namely the dinosaurs, as significant plot points advance upon the premise that the entire dinosaur population in the series consists of non-breeding females, a fact that is later shown to be untrue. The chapter addresses each of these examples through key issues relating to the production, presentation, and violation of the human and non-human living body across the full Jurassic Park series.

The racial diversity of the Caribbean stemmed directly from the historical processes of colonialism, imperialism, slavery, and indentureship. Since the early 17th century, slaves have been imported from Africa to work in the Caribbean. In the British West Indies, slavery was abolished in 1834 but these African slaves worked on the sugar estates until the apprenticeship was abolished on August 1, 1838. Even before 1838, planters frequently complained of labor shortages and appealed to Britain for the approval of imported labor. Thus, there were attempts by the planters in colonies, such as Trinidad, to introduce Chinese labor to the plantations. As early as 1806, there was the importation of 192 Chinese from Macao and Penang into Trinidad. However, this experiment soon failed. In 1834 and 1839, laborers from Portugal were imported into Trinidad. This soon ended as Portuguese workers could not withstand the rigorous conditions of the contract labor system.

This study aims to determine the impact of nutrition education intervention on nutritional status of undernourished children aged 6-24 months in the East Mamprusi district of Ghana.

This was a pre-post interventional study. In all, 153 undernourished children of age 6-24 months and their mothers were recruited from five communities. Underweight, stunting, wasting, mid upper arm circumference (MUAC) and haemoglobin (Hb) levels were determined at baseline and after intervention. Nutrition education was given to the mothers for three months based on the nutrition problems identified at baseline assessment.

There were improvements in underweight, wasting, MUAC and Hb levels among the children after the nutrition education intervention. The level of improvement at post-intervention differed significantly for underweight (−2.4 ± 0.4, −2.2 ± 0.4; p = 0. 001), wasting (−2.2 ± 0.6, −1.9 ± 0.6; p = 0. 001), MUAC (12.3 ± 0.5, 12.9 ± 0.6; p = 0. 001) and Hb level (10.0 ± 1.4, 10.5 ± 1.4; p = 0. 001) of the children compared to pre-intervention (−1.4 ± 1.8, −1.3 ± 1.7; p = 0.314).

There was significant improvement in the nutritional status of the undernourished children after the nutrition education intervention. Community nutritionists and stakeholders involved in nutrition and health issues concerning infants and young children should consider nutrition education, as it could be an inexpensive and effective strategy in combating childhood undernutrition in resource-poor settings.

Findings of this study provide evidence, suggesting nutrition education as a potential strategy to curb the high rates of child undernutrition in resource-poor communities in Ghana. This study provides insight for larger studies on the effectiveness of nutrition education in curbing child malnutrition in deprived communities in Ghana.

THE twenty‐eighth annual meeting of the Library Association was held for the second time at Cambridge, from August 21st to 25th, 1905, and proved to be well above the average for the variety and interest of its proceedings. No better or more appropriate meeting‐place could well be conceived than this venerable old University town, with its countless literary and historical memories and lovely college buildings, set in a maze of gardens and lawns. The local authorities did everything to make the meeting a success, and an attendance of over 200 members proved that the place was well chosen. A peculiar fitness attached to the selection of the meeting‐place this year, as it coincided with the Jubilee of the Cambridge Free Public Library and also that of Mr. John Pink, the librarian, who has long been a much‐respected and esteemed member of the Association. His courtesy and kindness to everyone at the twenty‐eighth meeting of the L.A., and in particular the trouble he expended, and the fatherly interest he bestowed on the younger members of the profession, will not soon be forgotten by those who profited by his attentions.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.