‘You see a baby die and you’re not fine:’ a case study of stress and coping strategies in volunteer emergency medical technicians

This study investigates the experiences of volunteer Emergency Medical Technicians (EMTs) with respect to stress and coping strategies they employ. Research has shown negative implications of work stress in high-reliability organizations, like paid Emergency Medical Services (EMS). While most first responders in the United States are volunteers, little research has examined how their work stress experiences may differ from their paid counterparts. Twenty-five EMTs working in volunteer fire departments participated in one-on-one interviews. Using an inductive approach, four stressors were identified: types of calls, extensive sense of duty, competency concerns, and knowing the patient. Theory of Conversationally Induced Reappraisals explains the effectiveness of the Formal, Informal, and Escape Coping Strategies identified by participants that mitigated stress. This study concludes with recommendations for volunteer EMS organizations: (a) financial assistance for Employee Assistance Programs, (b) social events that encourage communication and interaction; (c) recommended/sanctioned time off, and (d) a clear recruitment/retention plan.     

Employee mistreatment and muted voices in the culturally diverse workplace

This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi‐structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted‐but‐engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies.     

Legislative Branch: House

Stephen Heath, QUESTIONS OF CINEMA (Bloomington: Indiana University Press, 1981—$22.50/$9.95)

Rick Altman, ed., GENRE: THE MUSICAL (London: Routledge and Regan Paul, 1981—$19.95)

A.J. Prats, THE ALTIONOMOUS IMAGE: CINEMATIC NARRATION AND HUMANISM (Lexington: The University Press of Kentucky, 1981—$14.50)

Thomas Allen Nelson, KUBRICK: INSIDE A FILM ARTIST'S MAZE (Bloomington: Indiana University Press, 1982—$37.50/$9.95)

Ingmar Bergman can be found in Paisley Livingston, INGMAR BERGMAN AND THE RITUALS OF ART (Ithaca: Cornell University Press, 1982—$19.95)

Annette Kuhn, WOMEN'S PICTURES: FEMINISM AND CINEMA (London: Routledge Et Kegan Paul, 1982—$9.95 paper)

Herbert Eagle ( ed . ) , RUSSIAN FORMALIST FILM THEORY (Av ailable from Michigan Slavic Publications, 3040 MLB, Department of Slavic Languages and Literatures, University of Michigan, Ann Arbor'48109 —no price given)

Robert Edmonds, THE SIGHTS AND SOUNDS OF CINEMA AND TELEVISION: HOW THE AESTHETIC EXPERIENCE INFLUENCES OUR FEELINGS (New York: Teachers College Press, 1982—no price given)

Gerald Mast, HOWARD HAWKS, STORYTELLER (New York: Oxford University Press, 1982—$29 95)

John R. May and Michael Bird (ed.), RELIGION IN FILM (Knoxville: University of Tennessee Press, 1982—$16.50/$7.95)     

Public and Popular: British and Swedish Audience Trends in Factual and Reality Television

The research in this article examines audience responses to a range of factual and reality genres. It takes as a starting point that television audiences do not experience news or documentary or reality TV in isolation but as part of a range of factual and reality programmes. Factual and reality programming includes a broad understanding of non-fictional programming on broadcast television, satellite, cable and digital television. The breakdown of factual and reality programming into specific genres includes news, current affairs, documentary, and reality programmes, with further sub genres applied within each of these categories. This article critically examines genre evaluation. The quantitative research in this article is based on two national representative surveys conducted in Britain and Sweden. In both Britain and Sweden, programme makers have moved towards a reliance on popular factual genres. In Britain this is across all channels, and in Sweden this is mainly concentrated on commercial channels. Whilst there is still a commitment to news, there is an increasing use of hybrid genres in an attempt to popularise factual output. The impact of this changing generic environment on audiences is that in both countries viewers have reacted by drawing a line between traditional and contemporary factual genres. It is precisely because of the redrawing of the factual map that viewers rely on traditional ways of evaluating genres as public and informative, or popular and entertaining. The data provides evidence that contributes to existing debate on television genre, public service broadcasting, and media literacy skills. The central argument in this article is that genre evaluation is connected with wider socio-cultural discourses on public service broadcasting and popular culture, and that these are common social and cultural values that are shared by national audiences in two Northern European countries.     

‘Walking yourself around as a teacher’: gender and embodiment in student teachers’ working lives

This paper considers the psychic and social dynamics reported by student teachers when learning to embody their teacher persona in the secondary school environment. Focusing on gender dimensions of embodiment and drawing on qualitative interview data from a UK study of postgraduate teacher‐training students, teaching is examined as a physical experience. The paper conceptualises findings under two related headings: the appropriately gendered body, signified by heteronormative readings of gender and sexuality; and the gendered authoritative body, conceptualised as male. The ‘teacher body’ emerges as an important element of student teachers’ stories of trying to fit with the new professional environment and the paper concludes by arguing for a consideration of gender and body politics in the practice and training of teachers, thus challenging the assumption that professional occupations are essentially ‘disembodied’ and gender neutral.     

Further Reflections on the WorldCat Collection Analysis Tool

This article focuses on a recent enhancement to the WorldCat Collection Analysis tool, the Interlibrary Loan Analyses module, exploring the possibilities that this enhancement offers for strategic collection development. The study concentrates on the tool as a way to assess the impact of the recent growth at North Carolina State University in biomedicine and human medicine programs. The research contained in this article originated from a session presented at XXVII Annual Charleston Conference, which was held in Charleston, South Carolina, on November 8, 2007.     

Gender study on the relationships between science interest and future career perspectives

Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college students. As such, in this study we examined the transient period to lower secondary school; our aim was to discover to what extent relationships between factors of students’ science interest and career perspectives differ between male and female. Based on previous studies and analyses, we selected three future career perspective variables – outcome, personal time, and innovation orientations – and three defining features of interest – personal value, enjoyment, and cognitive aspect. The sample was conducted in Finland and comprised of 401 grade 7 students aged 13, using a multi-group structural equation modelling. This study found that during the transient period there were clear gender differences regarding interest and preferences of science subjects, as well as their relationship towards future career perspectives. To be specific, biology was preferred by females, and males preferred physics and chemistry. With regard to future career perspectives, female students’ science interest was positively correlated with personal time- and innovation-oriented career perspectives; an outcome-oriented career expectation was negatively related to their interest. Interpretation and implication that might possibly arise from the results were also discussed.     

Computer Simulations Improve University Instructional Laboratories

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and “wet” laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff.