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Ambulance services staff worldwide have long been at risk of encountering violence and aggression directed towards them during their work. Verbal forms of violence and aggression are the most prevalent form, but sometimes incidents involve physical injury, and on rare occasions homicides do occur. Exposure to such violence and aggression can have a lasting negative impact upon ambulance staff and has been associated with increased levels of stress, fear, anxiety, emotional exhaustion, depersonalisation and burnout syndrome. Despite the significance of this issue, little progress has been made to tackle it. The purpose of this paper is to describe this multi-agency approach being taken in Wales (UK) to reduce such harms from violence and aggression directed towards ambulance services staff.

An interpretative post-positivist narrative methodology and policy analysis approach was followed. Snowball methods of gathering data were used to construct this narrative involving meetings, telephone calls, review of policy documents, legislation and academic literature.

The authors report how tackling violence and aggression directed towards emergency workers has become a priority within Wales (UK), resulting in policy developments and initiatives from groups such as the UK and Welsh Government, the Welsh Ambulance Services National Health Services (NHS) Trust, Health Boards, the NHS Wales Anti-Violence Collaborative and the Joint Emergency Services Group (JESG) in Wales. This has included changes in legislation such as the Assaults on Emergency Workers (Offences) Act 2018 that came into force on 13th November 2018 and policy changes such as the obligatory responses to violence in health care and the JESG #WithUsNotAgainst Us campaign. Our study however reflects the complexity of this issue and the need for further high-quality research.

The experiences and activities of Wales (UK) reported in this paper adds to the international body of knowledge and literature on violence and aggression directed towards ambulance services staff.

Lane tracking is one of the most important processes for autonomous vehicles because the navigable region usually stands between the lanes, especially in urban environments. A robust lane tracking method is also required for reducing the effect of the noise and the required processing time. The purpose of this paper is to present a new lane tracking method.

A new lane tracking method is presented which uses a partitioning technique for obtaining multiresolution Hough transform of the acquired vision data where Hough transform is one of the most popular algorithms for lane detection. After the detection process, for tracking the detected lanes, a hidden Markov model (HMM) based method is proposed.

The results of the proposed approach show that the partitioned Hough transformation reduces the effect of noise and provides robust lane tracking. In addition, the acquired lanes are successfully tracked by using the designed HMM.

This paper provides a fast lane tracking system which can be integrated with an autonomous vehicle or a driver assistance system.

In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic from 1970 through part of 1981, the time period immediately following Kotler and Levy's significant and frequently cited article in the January 1969 issue of the Journal of Marketing, which was first to suggest the idea of marketing nonprofit organizations. The article published here is intended to update the earlier work in RSR and will cover the literature of marketing public, academic, special, and school libraries from 1982 to the present.

This paper suggests that motives for engaging in affiliative‐promotive “helping” extra‐role behavior is related to cross‐cultural differences. The cultural dimensions of in‐group collectivism, uncertainty avoidance, performance orientation, and humane orientation, and their differential effect on helping extra‐role behavior in a diverse workforce are examined. Theoretical implications provide guidance for future empirical research in this area, and provide managers with more realistic expectations of employee performance in the workplace.

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.

Focuses specifically on women’s multiple roles and how this can have a bearing on health and fitness. Looks at how effects of variable dynamics are crystallized in terms of coping strategies, counselling and other, related, research. Discusses various areas where women come under extra stress in multiple roles including: home life; ethnic and racial tensions at work; and various other negative stressors such as: maternal role vulnerability; work vulnerability; perceived quality of role demands and role conflict; influence of personal resources; and stress management. Finishes by listing out recommendations for clinical practice, policy implications and recommends directions for future research to aid in this area.

Academic librarians are frequently called upon to provide instruction in relatively unfamiliar disciplines. This article presents introductory information for librarians providing bibliographic instruction (BI) in the field of psychology. Its primary purpose is to identify key readings from the library science and psychology literature that provide a basis for informed delivery of psychology BI. These works are fully identified in the list of references at the end of this article. Because the primary purpose of discipline‐specific bibliographic instruction is to teach the skills necessary for retrieval of the products of scholarship in that discipline, we begin with a discussion of scholarly communication and documentation, which describes how scholars and researchers within psychology communicate research findings and theoretical developments in the discipline. The major emphasis of this article is on formal, group instruction rather than individualized instruction, although much of the information will be applicable to both types.

The present study aimed to evaluate the psychometric properties of the short form of personal optimism and self-efficacy optimism-extended (POSO-E) among Indian teachers.

Two studies were conducted to adjudge the reliability and validity of the scale. In the first study, the sample of 510 respondents was randomly divided into subsamples. The first subsample was subjected to the Exploratory Factor Analysis which yielded a two-factor solution explaining 71.02% of the variance. This model was subjected to the Confirmatory Factor Analysis using a second subsample. Acceptable model fit indices suggested factorial validity of the two-dimensional POSO-E among Indian teachers. In the second study, acceptable Cronbach's alpha and composite reliability estimates (greater than 0.70) indicated the scale's reliability. Also, as expected, personal optimism, self-efficacy optimism and overall optimism reported a positive correlation with spiritual well-being and a negative association with distress. It confirmed the criterion validity of the POSO-E among Indian teachers.

The results showed appreciable psychometric properties of the POSO-E in the context of Indian teachers. The study offered a valid and reliable scale to measure teachers' optimism levels. It is poised to generate renewed interest among scholars to emphasize teachers' positive and optimist thinking. The findings also reported a positive association between teachers' optimism and spiritual well-being. It suggests that spiritual practices and interventions could be used to develop an optimistic academic workforce.

The study is one of the pioneer studies that evaluated the reliability and validity of the POSO-E among Indian teachers.

This chapter examines aggression at work perpetrated by individual insiders by bringing together streams of research that have often been examined separately. A comparison of the similarities and differences of aggression toward individuals, such as verbal abuse or physical attack, and aggression toward organizations, such as embezzlement or work slowdowns, is shown to provide important insights about the causes and consequences of workplace aggression. We propose a comprehensive model based on the integration of prior theoretical treatments and empirical findings. The model attempts to offer a framework to systematically examine psychological and organizational mechanisms underlying workplace aggression, and to explain the reasons why workplace violence policies and procedures sometimes fail. A set of research propositions is also suggested to assist in achieving this end in future research.

Research vitality addresses the perseverance that faculty members in the organization sciences experience in maintaining their research quantity and quality over an extended period of time. The purpose of this paper is to offer a theoretical model of research vitality.

The authors propose a model consisting of individual and situational factors which influence the motivation and commitment of a professor to continue to conduct quality research over an extended period of time. Additionally, the authors identify benefits that may accrue when faculty members possess research vitality and discuss human resource management implications for schools engaged in hiring, tenuring, promoting, and socializing faculty members. A set of propositions about research vitality and contextual factors that influence this construct are presented and discussed.

An individual‐level construct that represents a time related measure of the quality and quantity of individual contributions to the scholarly discipline of management is developed. Every individual in the organizational sciences field has the capability to contribute in a meaningful way.

The model presented has a number of personal implications and departmental implications such as how to predict research vitality in junior faculty members.

The framework should be used for understanding one element of success in the organizational sciences.

The paper develops a model of research vitality to explain why some faculty continue to be productive, even in the face of a challenging research process.