bluuebunny/crossref_metadata_2025_split huggingface dataset:
Elastic moduli of boron nitride, aluminium nitride and gallium nitride nanotubes using second generation reactive empirical bond order potential
Authors: Kumar Dinesh , Verma Veena , Dharamvir Keya , Bhatti H S 
Published: June 2015

Purpose
– The purpose of this paper is to study elastic properties of III-V nitride nanotubes (NNTs) using second generation (REBO) potential.

Design/methodology/approach
– In the present research paper elastic properties of BN, AlN and GaN nanotubes have been investigated, using the second generation REBO potential by Brenner and co-workers, which is a bond order potential earlier used for carbon nanostructures successfully. In the present calculation, the same form of potential is used with adjusted parameters for h-BN, h-AlN and h-GaN. In all these cases the authors have considered graphite like network and strongly polar nature of these atoms so electrostatic forces are expected to play an important role in determining elastic properties of these nanotubes. The authors generate the coordinates of nanotubes of different chirality’s and size. Each and every structure thus generated is allowed to relax till the authors obtain minima of energy. The authors then apply the requisite compressions, elongations and twists to the structures and compute the elastic moduli. Young’s Modulus, Shear Modulus and Poisson’s ratio for single-walled armchair and zigzag tubes of different chirality’s and size have been calculated. The computational results show the variation of Young’s Modulus, Poisson’s ratio and Shear Modulus for these NNTs with nanotube diameter. The results have been compared with available data, experimental as well as theoretical.

Findings
– The authors have calculated bond length, cohesive energy/bond, Strain energy, Young’s Modulus, Shear Modulus and Poisson’s ratio.

Originality/value
– To the best of the knowledge this work is the first attempt to study elastic properties of III-V NNTs using second generation REBO potential
Multi-physics modeling and simulations of reactive melt infiltration process used in fabrication of ceramic-matrix composites (CMCs)
Authors: Grujicic Mica , Galgalikar Rohan , Ramaswami S. , Snipes Jennifer , Yavari Ramin , Bordia Rajendra K. 
Published: June 2015

Purpose
– A multi-physics process model is developed to analyze reactive melt infiltration (RMI) fabrication of ceramic-matrix composite (CMC) materials and components. The paper aims to discuss this issue.

Design/methodology/approach
– Within this model, the following key physical phenomena governing this process are accounted for: capillary and gravity-driven unsaturated flow of the molten silicon into the SiC/SiC CMC preform; chemical reactions between the silicon melt and carbon (either the one produced by the polymer-binder pyrolysis or the one residing within the dried matrix slurry); thermal-energy transfer and source/sink phenomena accompanying reactive-flow infiltration; volumetric changes accompanying chemical reactions of the molten silicon with the SiC preform and cooling of the as-fabricated CMC component to room temperature; development of residual stresses within, and thermal distortions of, the as-fabricated CMC component; and grain-microstructure development within the SiC matrix during RMI.

Findings
– The model is validated, at the material level, by comparing its predictions with the experimental and modeling results available in the open literature. The model is subsequently applied to simulate RMI fabrication of a prototypical gas-turbine engine hot-section component, i.e. a shroud. The latter portion of the work revealed the utility of the present computational approach to model fabrication of complex-geometry CMC components via the RMI process.

Originality/value
– To the authors’ knowledge, the present work constitutes the first reported attempt to apply a multi-physics RMI process model to a gas-turbine CMC component.
Academics’ feedback on the quality of appraisal evidence
Authors: Nair Chenicheri Sid , Li Jinrui , Cai Li Kun 
Published: June 2015

Purpose– This paper aims to explore academics’ perspectives on the quality of appraisal evidence at a Chinese university.Design/methodology/approach– An online survey with both closed items and open-ended questions was distributed among all academics at the university (n= 1,538). A total of 512 responded to the questionnaire. The closed items were initially analysed using EXCEL and SPSS; the open-ended questions were thematically analysed.Findings– The academics believed that the quality of student survey and peer observation of teaching were affected by subjectivity and the lack of understanding of appraisal. Academics also suggested that appraisals should be contextualised and the approach standardised. The study suggests the need for training that informs and engages relevant stakeholders to ensure the rigour of appraisal.Originality/value– The study raises the issue of quality assurance regarding appraisal data from the perspective of academics. It is based on the collaborative effort of academics in Australia, China and New Zealand, with the support of the management staff at the case study university. The study informs both appraisers and academics of quality assurance issues in appraisal. It also contributes to the literature, in that it initiates dialogues between communities of practices through collective questioning on the quality and mechanisms of appraisal in tertiary education.
Self-regulation with rules
Authors: Lang Daniel W. 
Published: June 2015

Purpose– The purpose of this paper is to discuss how the province over time has addressed problems that are generic to many jurisdictions in assuring quality: level of aggregation, pooling, definition of new and continuing programs, scope of jurisdiction, role of governors, performance indicators, relationship to accreditation, programs versus credentials, benchmarking and isomorphism. The paper will pay particular attention to the balance between institutional autonomy in promoting quality and innovation in contrast to system-wide standards for assuring quality. The Province of Ontario has had some form of quality assurance since 1969. For most of the period since then, there were separate forms for undergraduate and graduate programs. Eligibility for public funding is based on the assurance of quality by a buffer body. In 2010, after two years of work, a province-wide task force devised a new framework.Design/methodology/approach– The structure of the paper is a series of “problem/solution” discussions, for example, aggregation, pooling, isomorphism and jurisdiction.Findings– Some problems are generic, for example, how to define a “new” program. Assuring quality and enhancing quality are fundamentally different in terms of process.Research limitations/implications– Although many of the problems discussed are generic, the paper is based on the experience of one jurisdiction.Practical implications– The article will be useful in post-secondary systems seeking to balance autonomy and innovation with central accountability and standardization. It is particularly applicable to undifferentiated systems.Social implications– Implications for public policy are mainly about locating the most effective center of gravity between assuring quality and enhancing quality, and between promoting quality and ensuring accountability.Originality/value– The approach of the discussion and analysis is novel, and the results portable.
Using interviews to improve relationships with library partners: a case study
Authors: Farrell Bridget 
Published: June 2015

Purpose
– This paper aims to examine how interviews of learning commons partners were used to improve communication and collaboration between the library and its partners.

Design/methodology/approach
– Interviews were conducted with representatives from each of the eight partners that have service desks in the library. The interviews’ transcripts were studied to search for ways communication and collaboration between the library and its partners could be improved.

Findings
– The passing of time, addition of new library partners and the hiring of new employees since the opening of the learning commons at Draughon Library have created some gaps in communication between the library and its partners. Interviews with representatives from the library’s partners revealed ways communication needed to be improved and provided insight as to how the library and its partners might collaborate in the future.

Originality/value
– Much of the literature on library partnerships focuses on the creation of collaborations, but does not elaborate on ways to keep lines of communication open and encourage continued collaborative work once partnerships are already in place. Information gleaned from the interviews highlights concerns that may occur at other libraries with learning commons, as new partnerships develop and time passes since the initial creation of the commons.
Hands-on instruction: the iPad self-guided library tour
Authors: Foley Marianne , Bertel Katherine 
Published: June 2015

Purpose
– The purpose of this paper is to describe how librarians at the State University of New York College at Buffalo used iPads during one class session of a semester-long library instruction course to increase student engagement, energize the traditional library tour, build collaboration and give students experience using tablet technology in an educational setting.

Design/methodology/approach
– Librarians provided iPads to groups of students and sent them to photograph different areas of the library during one class session of a semester-long course. Students then uploaded the photographs to a common Web site for class discussion.

Findings
– Formal and informal student feedback was positive. Students connected with the instructors and with each other, enjoyed discovering library spaces and services and became more comfortable with tablet technology. The project also increased student enthusiasm for the class.

Originality/value
– This paper is the first to systematically describe a simple activity that can be used by instruction librarians to incorporate tablets into the curriculum. The method requires minimal time to set up and implement, involves a very short learning curve and is easily adaptable to various mobile devices.
Experiencing archives at universities
Authors: Wakimoto Diana K. , Bruce Christine Susan 
Published: June 2015

Purpose
– This paper aims to explore the varying ways in which academic archivists in the USA experience archives, how these experiences compare to those of academic librarians and how we can use these findings to improve communication and collaboration.

Design/methodology/approach
– Using a phenomenographic research approach, academic archivists were interviewed and the transcripts were examined to develop categories reflecting varying experiences.

Findings
– There are three different ways of experiencing archives: as organizational records, as archival enterprise and as connection. The connection category is a more complex way of experiencing archives as it incorporates the aspects of the other two categories as well as the awareness of archives connecting people to their histories.

Research limitations/implications
– This study is limited to academic archivists in the USA.

Practical implications
– Understanding that there are different ways of experiencing archives means that information professionals should clarify their definitions of before beginning collaborative projects. Also, by understanding these varying experiences, information professions should be able to communicate and engage more fully with each other and their users in projects and programs that leverage archival collections.

Originality/value
– This is the first study to use phenomenography to investigate archivists’ experiences of archives. This understanding of the lived experience of archivists, combined with understanding how librarians experience archives, should enable better communication and ultimately collaboration between the two professions.
Situated information literacy: history instruction at a high school early college
Authors: Walk Meghann 
Published: June 2015

Purpose– This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction.Design/methodology/approach– The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts.Findings– This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically.Research limitations/implications– This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition.Practical implications– The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction.Originality/value– This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
Evaluation of sources: a new sustainable approach
Authors: Radcliff Sharon , Wong Elise Y. 
Published: June 2015

Purpose– The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias.Design/methodology/approach– The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed.Findings– The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met.Research limitations/implications– Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction.Social implications– This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness.Originality/value– The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.
Student veterans and the academic library
Authors: Mills Chloe Persian , Paladino Emily Bounds , Klentzin Jacqueline Courtney 
Published: June 2015

Purpose
– The purpose of this study is to investigate whether student veterans have specific library-related needs and how librarians can best meet them.

Design/methodology/approach
– Researchers developed a survey which was administered both online and in paper copies. The survey results indicated need for further investigation; six face-to-face interviews with volunteers were conducted.

Findings
– Principle findings were that while student veterans do resemble nontraditional students in their needs and characteristics, important distinctions from that population could be noted. In addition, dedicated student veteran centers and/or offices provide librarians with the best possible means of communications with this particular population.

Research limitations/implications
– This case study demonstrates that individual institutions are well-served to investigate the specific characteristics of their own student veteran population. Librarians can utilize outreach to student veterans through their institution’s veteran center (if available), and may wish to employ the specific outreach practices detailed in the study.

Originality/value
– Virtually no other qualitative or quantitative research regarding the specific needs and characteristics of this academic population exists in the literature of the library sciences, and the academic literature that does address the population, coming from the student services arena, does not include mention of academic libraries.
Situating information literacy in the disciplines
Authors: Farrell Robert , Badke William 
Published: June 2015

Purpose
– The purpose of this article is to consider the current barriers to situating in the disciplines and to offer a possible strategy for so doing.

Design/methodology/approach
– The paper reviews current challenges facing librarians who seek to situate information literacy in the disciplines and offers and practical model for those wishing to do so. Phenomenographic evidence from disciplinary faculty focus groups is presented in the context of the model put forward.

Findings
– Disciplinary faculty do not have generic conceptions of information literacy but rather understand information-related behaviors as part of embodied disciplinary practice.

Practical implications
– Librarians dissatisfied with traditional forms of generic information literacy instruction marketing will find a method by which to place ownership on information literacy in the hands of disciplinary faculty.

Originality/value
– The article offers a unique analysis of the challenges facing current information literacy specialists and a new approach for integrating information literacy in the disciplines.
Develop authentic leadership – be a good host approaching leadership in a new way using the familiar techniques of hosting
Authors: McKergow Mark 
Published: June 2015

Purpose
This article aims to present an initial look at a new leadership metaphor – the leader as host. This apparently everyday idea is placed into the context of the challenges of modern leadership, with particular reference to the importance of building engagement and tackling “wicked” problems. The metaphor is examined from three initial perspectives; hosts and host leaders set context, give protection and enable community.

Design/methodology/approach
This is a conceptual paper connecting the everyday idea with hosting as a new metaphor for leadership. The metaphor proves startlingly relevant when set alongside recent academic writings about leadership challenges.

Findings
We have all been hosts in some level, we have all been guests, we all know good hosting when we see it. Host leadership can offer a rich new concept of leadership, about which I have only scratched the surface here.

Originality/value
The metaphor of leader as host is new and fresh for exploring. It yields valuable practical connections for leadership development as well as fresh thinking perspectives. This is different to the better-known metaphor of servant-leadership. As the article reveals, hosts serve but they take on other additional roles and accountabilities.
How HR plays its role in leadership development
Authors: Davenport Thomas O. 
Published: June 2015

Purpose
The purpose of the article is to demonstrate the value that human resource (HR) can provide in the effectiveness of leaders and managers.

Design/methodology/approach
Two complementary Towers Watson studies – the 2014 Global Workforce Study (GWS) of over 32,000 employees, and the 2014 Global Talent Management & Rewards Study (TM&R) of 1,637 organizations – formed the research basis for the article. The TM&R study was fielded from April to June 2014 in 31 markets around the world and includes responses from 1,637 participating organizations in a range of industries. The GWS covers some 32,000 employees from a population of full-time employees working in large- and mid-sized organizations across a range of industries in 26 markets around the world. It was fielded online during April and May 2014.

Findings
A key role of HR is ensuring that the organization has the right people performing well in leadership roles at all levels. This means HR must focus attention in five key areas: job architecture, incumbent assessment, performance definition, recognition for success and building leadership capacity. It is also up to HR to dispel the notion that “soft skills” should be subordinate to “hard skills”, which are often seen as more important. In fact, soft skills are usually more difficult to master and, in our opinion, are more important – they are what leaders need to maximize performance from others.

Research limitations/implications
Different observers assign a variety of roles to the HR function. These range from compliance enforcer and data administrator to strategic partner and culture creator. The author believes that HR’s most important role may well be ensuring that the organization has an ample supply of leadership and management capability at every level of the enterprise. It is leaders, who envision the future and help people generate the motivation to go there, and managers, who see to it that systems, assets and processes serve their purposes efficiently, who enable the enterprise to make the most of each employee’s contribution.

Practical implications
In a world where technology evolution, demographic shifts and social change are rewriting the rules of the workplace, the author can expect that the role of the HR function will also continue to change. What should not change, however, is the contribution that HR makes toward building and preserving the organization’s leadership and management capacity. In this article, the author makes the case that, despite the many shifts taking place in the business terrain, HR should remain focused on this fundamental goal, acting as ally, trusted advisor and coach.

Originality/value
The value of this article is to provide strategic and practical advice on how HR can influence manager and leader effectiveness.