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Generally the majority of components on circuit boards can be auto‐inserted, the remainder are assembled manually. This paper explores the assembly solution to a component which did not fit either category.

This chapter integrates the motivation phenomenon of goal hierarchy and equifinality into the employee resilience conceptualization to highlight adaptive manifestations of resilience to failure at work. Experienced failure offers an important context to consider adaptive resilience, as failure may offer feedback that pre-failure strategies will not lead to higher-level goal accomplishment; making lower-level goal changes critical for success. This chapter offers a fine-gained presentation of what employee resilience does (and does not entail), to address current concerns about: (a) a lack of agreement concerning what “positive adaptation” means; and (b) potential dangers in the unknowing encouragement of maladaptive resilience after failure (e.g., harms to employee well-being and success). Here, goal revision or abandonment at a lower-level of one’s goal hierarchy, as opposed to higher-level goal abandonment, is presented as a form of adaptive employee resilience. This change places the focus of employee resilience on perseverance toward big picture goals, rather than traits or outcomes associated with perseverance; which helps to further distinguish resilience from related concepts, antecedents, and outcomes. This conceptual clarity is useful in furthering the nomological network development of resilience, and better equips researchers and practitioners for assessing and promoting adaptive resilient responses to failure.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Purpose – This study analyzed individual factors of race and dual eligibility on emergency room (ER) utilization of older adult Medicare patients treated by RHCs in CMS Region 4.

Methodology/approach – A prospective, longitudinal design was employed to analyze health disparities that potentially exist among RHC Medicare beneficiary patients (+65) in terms of ER use. The years of investigation were 2010 through 2012, using mixed multilevel, binary logistic regression.

Findings – This study found that dual eligible RHC patients utilized ER services at higher rates than nondual eligible, Medicare only RHC patients at: 77%, 80%, and 66%, in 2010, 2011, and 2012, respectively; and above the White reference group, Black RHC Medicare patients utilized ER services at higher rates of: 18%, 20%, and 34%, in 2010, 2011, and 2012, respectively.

Research limitations/implications – Regarding limitations, cohort data observations within the window of 3 years were only analyzed; regarding generalizability, in different CMS regions, results will likely vary; and linking other variables together in the study was limited by the accessible data. Future research should consider these limitations, and attempt to refine. The findings support that dual Medicare and Medicaid eligibility, as a proxy measure of socioeconomic status, and race continue to influence higher rates of ER utilization in CMS Region 4.

Originality/value – In terms of ER utilization disparities, persistently, as recent as 2012, Black, dual eligible RHC Medicare beneficiary patients age 65 years and over may be twice as likely to utilize ER services for care than their counterparts in the Southeastern United States.

Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.

Leadership training has led to a large amount of research due to the belief that such training can lead to (or more precisely cause) positive changes in followers’ behavior and work performance. This chapter describes some of the conditions necessary for research to show a causal relationship between leadership training and outcomes. It then describes different research designs, employed in leadership training research, and considers the types of problems that can affect inferences about causality. The chapter focuses on the role of randomization of leaders (e.g., into training vs. non-training conditions) as a key methodological procedure and alludes to problems of achieving this in field settings.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

In the context of occupational health psychology, personality has usually been depicted from the perspective of single traits, dispositions, or their combinations. However, there is a clear need to better understand personality as a whole. For this reason, an integrative framework of personality is presented in order to give a more comprehensive and cohesive picture of how the different personality constructs relate to each other. In recent years, several holistic models of human personality have been presented. For example, such models have been formulated by Dan McAdams (1995), Brian Little (2007), Robert McCrae and Paul Costa Jr. (1999), and Brent Roberts and Dustin Wood (2006). In this chapter, we briefly introduce one of these models, that is, the three-tiered conceptual framework of personality by McAdams and his colleagues (McAdams, 1995; McAdams & Adler, 2006; McAdams & Olson, 2010; McAdams & Pals, 2006). This comprehensive and multifaceted model conceptualizes human personality via a developing pattern of (1) dispositional traits, (2) characteristic adaptations, and (3) constructive life narratives (see Fig. 1). Each of these three levels possesses its own characteristics for describing and understanding personality.