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The purpose of this paper is to establish if organisational factors are leading to a negative effect on ambulance personnel’s health. In recent years, frontline ambulance personnel have displayed a consistent high rate of sickness amongst healthcare workers within the National Health Service in the UK. Post-traumatic stress disorder (PTSD) has previously been cited, but organisational factors may be stressors to health.

A search of electronic databases MEDLINE EBSCO, MEDLINE OVID, MEDLINE PUBMED, AMED, CINAHL, Web of Science, Zetoc within the time period of 2000–2017 resulted in six mixed methods studies. Hand searching elicited one further study. The literature provided data on organisational and occupational stressors (excluding PTSD) relating to the health of 2,840 frontline ambulance workers in the UK, Australia, Norway, the Netherlands and Canada. The robust quantitative data were obtained from validated questionnaires using statistical analysis, whilst the mixed quality qualitative data elicited similar themes. Narrative synthesis was used to draw theories from the data.

Organisational factors such as low job autonomy, a lack of supervisor support and poor leadership are impacting on the health and well-being of frontline ambulance workers. This is intertwined with the occupational factors of daily operational demands, fatigue and enforced overtime, so organisational changes may have a wider impact on daily occupational issues.

The findings have possible implications for re-structuring organisational policies within the ambulance service to reduce staff sickness.

Films, besides serving as an important instructive means to deliver sociological content, have also recently made their way into more structured courses on Media Sociology. It becomes particularly pertinent for cultivating global sociological imagination in the classroom. This chapter is a pedagogical reflection discussing the potentials of integrating Bollywood films into a first-year seminar, the content of which at many levels is comparable to basic sociology classes. The reflection is based out of the experience of teaching a freshmen class on Bollywood to a body of students with little past exposure, or knowledge of this movie industry. The chapter will initiate a dialogue on strategies of introducing the content, encouraging engagement and critical thinking, how to build on essential global sociological imagination along with a summary of what works and what does not. For this chapter, I will detail on the three contemporary Bollywood films (Ishaqzaade, Monsoon Wedding, and Dor), which I use to engage in a dialogue on family, class, and gender. Next, I will apply Sutherland and Fetley’s (2013) framework to explore the sociological relevance of these films (thus validating my choice of these works for pedagogical purposes) and also demonstrate possible hegemonic versus oppositional ways of reading these texts, which students are supposed to decipher and apply. Contemporary Bollywood films in many ways mirror aspects of the life course experienced in the United States and can be instrumental in encouraging a diverse undergraduate curriculum.

This paper aims to explore student learning within a local service‐learning initiative that forms part of an Education Studies undergraduate programme at an HEI in the UK with a history of international service‐learning programmes.

This paper outlines the context for this form of community engagement in the UK and reflects on the experiences of student participants and the nature of their learning. Ethnographic research into the student experience of international service‐learning (ISL) provides a useful framework for this study.

This research draws on transformational learning theory to describe how students experience a shifting of their world‐view through service‐learning locally. It reveals that challenges to stereotypes and personal values, as well as other previously accepted presuppositions, in a domestic context, are not dissimilar from those experienced by students involved in international service‐learning initiatives.

The framework presented here is used to explore the dynamic relationship between local and international volunteering and student learning. This particular case study has the potential to add to our understanding of critical pedagogy theory in practice.

This article presents evidence of the complexity of identifying transformative learning. In order to elevate the outcomes of service‐learning towards their transformative potential, the opportunities for learning that are afforded by such ventures must be pursued with vigour. The authors advocate a model of community engagement that embeds local service‐learning within the curriculum.

Barbara Knowles describes how she came to be involved in The Well, an arts co‐operative in Norwich founded and run by people with experience of mental health problems.

THE news that our royal President has been promoted to the command of a frigate sugges an increase rather than a relieving of naval duties. Our pleasure in the announcement is qualified by the fear that the further demands may make his presence with the Library Association in September even more difficult than it seemed to be a month ago. This is pure speculation on our part, but we are aware of the eagerness with which librarians look forward to the central event of the Centenary Year. We are assured that the matter is in good hands and at the right levels.

The focus of the first two papers in this volume is controls. Egbe, Tsamenyi and Sa’id investigate the operations of formal and informal controls in a multinational subsidiary in Nigeria using a case study approach. This involved semi-structured interviews, observation, document analyses and a focus group discussion. The paper concludes that formal internal controls such as budgets, performance evaluation and rewards and staff recruitment operate alongside informal internal controls including beliefs systems, values and existing norms. In particular the study reports that forms of informal controls such as trust were found to be important in the organisation where superiors in certain instances assigned responsibilities to members of their teams not on the basis of their abilities or skills but because the member could be trusted. Egbe, Tsamenyi and Sa’id conclude that such informal controls could have a controlling effect and influence the formal organisational controls. The findings have significant implications for understanding the design of management controls in LDCs in general, and Africa in particular.