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The paper presents design details and applications of the recently developed 3‐D laser radar from Z+F. It presents models which have been constructed using the data from “inspection of tunnel tubes”, modelling of a “car body welding cell” and a “car body gripper” in the automotive industry as well as a “chemical process plant”. The laser radar was developed for use in industrial environments. Its twin design aims are measurement performance and robustness. The laser radar can be used with a range of mechanical beam deflection units to meet the needs of specific applications.

Claims recent advances in laser‐based camera technology and 3D analysis software have made production of 3D CAD models from range images a practical proposition. Laser based cameras must meet very strict design criteria if they are to operate at long ranges; these criteria are explored. High‐speed laser cameras produce vast quantities of image data; it is shown that this data can be converted swiftly into a 3‐D CAD model.

States that the Atlas navigation system is the fruit of four years’ work by a UK Robotics development team which, in conjunction with European partners, has been working on an ESPRIT funded programme to develop a fully automated road surfacing robot. Describes the project, which is now complete, with the ESPRIT evaluators awarding UK Robotics a commendation for the best contribution to the project. Concludes that there is no reason why Atlas’s technology should be confined to the building industry. Stations, car parks, nuclear installations, airports, mines and hospitals all currently employ mobile robots in some capacity, so might all benefit from Atlas.

PART II Analysis of the examination syllabuses Sixth‐form school chemistry is closely tied to the syllabuses of the GCE at ‘A/S’ level and in consequence the most practical method of judging whether textbooks provide the requirements of sixth‐form work is to compare them with the examination syllabuses. Recently this has been made difficult because of rather revolutionary changes in some of the GCE Boards syllabuses. Oxford, Oxford and Cambridge, and the Joint Matriculation Board of the Northern Universities, introduced modifications for the 1964 examination, the Southern Universities for the 1965 examination, and recently Cambridge has introduced an alternative syllabus (T) for the 1966 examination. The other Cambridge examination, now known as ‘Alternative N’, was modified to its present form in 1954. London are in the process of revision.

So far as municipal libraries are concerned, by the time these lines appear librarians will mostly have faced the annual ordeal of the Estimates. It will not have been an easy time for them; for 1921–22 will be the first year in which the high post‐war charges of all kinds have to be encountered as a whole; and the forecast, at a time when the public generally is crying for economy—by which it means retrenchment—has in many cases seemed a gloomy one. The times are serious, and unemployment and slack industries do not make for enthusiasm for library or other constructive expenditure. The phase is, we hope, a transient, transitional one, and while we may deplore retrenchment in any phase of our work, it may be better to face the facts squarely, and to acquiesce in a certain amount of restraint than to resist it, in the hope that our moderation may lead to a larger measure of money and moral support later. It is only a hope, but it is worth cherishing.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.

While Dalton and Radtke (2013) examine the effects of Machiavellianism and an organization's ethical environment within a low moral intensity setting, I examine the effects of Machiavellianism and an organization's ethical environment across both low and high moral intensity settings. Using a sample of 192 MTurk workers (i.e., online labor pool participants from Amazon's Mechanical Turk) and 127 undergraduate accounting students, the results using the full-sample of participants indicate the following: (1) Machiavellianism is negatively associated with whistle-blowing intentions across both low and high moral intensity scenarios; (2) an organization's ethical environment is positively associated with whistle-blowing intentions across both low and high moral intensity scenarios; and (3) in the low moral intensity scenario (but not the high moral intensity scenario), I find an interaction between Machiavellianism and the strength of the ethical environment. Implications for research and practice are discussed.

We conduct an experiment to examine the occurrence of the bystander effect on willingness to report a fraudulent act. Specifically, we investigate the impact of evidence strength on managers’ decisions to blow the whistle in the presence and absence of other employees who have knowledge of the wrongdoing. Results indicate that when there is strong evidence indicating a fraudulent act, individuals with sole knowledge are more likely to report than when others are aware of the fraudulent act (the bystander effect). However, the bystander effect is not found when evidence of fraud is weak. Further, a mediated moderation analysis indicates that perceived personal responsibility to report mediates the relation between others’ awareness of the questionable act and reporting likelihood, suggesting that the bystander effect is driven by diffusion of responsibility. Our results have implications for all types of organizations that wish to mitigate the detrimental effect of fraud. Specifically, training or incentives may be necessary to overcome the bystander effect in an organization.

Using five categories summarized by Bass (1990), this chapter attempts to address three key questions about charismatic leadership:

• (1)

  What are the key behavioral dimensions of charismatic leadership?

• (2)

  How does charismatic leadership differ from other forms of leadership?

• (3)

  Who may become followers of charismatic leaders and when do they become followers?

What are the key behavioral dimensions of charismatic leadership?

How does charismatic leadership differ from other forms of leadership?

Who may become followers of charismatic leaders and when do they become followers?

By focusing on Weber’s original view of charisma, we suggest that his three dimensions of charismatic leader behaviors underlie most contemporary approaches. By considering these three dimensions in more detail, we demonstrate how this view allows for different views of leadership and is distinguishable from management. Finally, by extending Weber’s view and by identifying two types of charismatic leaders who differ in their power motives, we suggest how the characteristics of followers and the context influence followers’ acceptance of charismatic leaders as legitimate. Some implications for leadership effectiveness are discussed.