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A packaging system has been developed using surface mounted components on ceramic substrates for conductive‐cooling applications. This has resulted in a high density, high reliability, and highly producible product. A 20 square‐inch module can mount up to 150 leadless chip carriers and can dissipate up to 30 W with a maximum junction temperature (Tj) of 90°C. Design guidelines, processing, and assembly techniques geared to surface mount devices for this high density ceramic thick‐film multilayer interconnect board will be presented. Constraints regarding the thermal characteristics and physical dimensions of the devices and the limitations of CAD routers, processing equipment, and automatic assembly equipment will also be discussed. Design guidelines regarding the electrical characteristics, such as capacitance and resistance in terms of layout and processing, will be defined. Timing criticality and busing layout guidelines will be discussed. Processing design considerations such as power and ground planes, conductor layers, layout boundaries, and surface mount footprints will be outlined. Other considerations taken during the placement, routing, and artwork phases will be presented, as well as those items to be considered during the processing flow. The assembly process will be discussed emphasising problems that can be encountered with tinning, placement, reflow, and cleaning. Rework of defective surface mount components will be reviewed in addition to considerations for design modifications.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information about each source is provided. The paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information in the paper may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The kinematic response (including plastic deformation, failure initiation and fracture) of a soft‐skinned vehicle (represented by a F800 series single‐unit truck) to the detonation of a landmine shallow‐buried in (either dry or saturated sand) underneath the vehicle’s front right wheel is analyzed computationally. The computational analysis included the interactions of the gaseous detonation products and the sand ejecta with the vehicle and the transient non‐linear dynamics response of the vehicle. A frequency analysis of the pressure versus time signals and visual observation clearly show the differences in the blast loads resulting from the landmine detonation in dry and saturated sand as well as the associated kinematic response of the vehicle. It is noted that the dominant vehicle structural response to the blast is similar to the first torsional structural mode shape obtained through an eigenvalue analysis of the system. Tailoring the vehicle modal response may result in more desirable modes of failure.

The purpose of this study is to examine the moderating influence of the external environment on the relationship between entrepreneurial competencies, entrepreneurial orientation, entrepreneurial network, government business support and SMEs performance. The objectives of the study are achieved using the resource-based view and dynamic capability theory.

The survey method of research was used by personally administering questionnaires to the respondents. Multistage sampling techniques are used in selecting 470 SMEs owners/managers that participated in the survey. SPSS 24 and PLS-SEM 3.0 were used in the analysis of the data.

In the Nigerian context, the findings indicated that EC, EO and GBS directly influence the SMEs performance. Surprisingly, SMEs performance is not influenced by EN. Similarly, EE significantly moderated the relationship between EC, GBS and SMEs performance. On the contrary, EE does not have any moderating influence on the relationship between EO, EN and SMEs performance.

The study is limited to northeastern Nigeria. The study is limited to the EC, EO, EN GBS EE and SMEs performance and the use of cross-sectional data. The findings imply that SMEs owners/managers need a high level of entrepreneurial competencies and government business support to achieve a better performance especially in an external environment that is characterised by dynamism, diversity, complexity and hostility. Hence, providing support for both RBV and DCT.

Thus, the study offers additional empirical evidence from Nigeria and also expands knowledge and understanding in this field. The findings offer owners/managers, government agencies, financial institutions and other stakeholders of SMEs strategies EC, EO, GBS and EE to achieve a better SMEs performance.

The conceptual framework of the study is unique, and the study was conducted in northeastern Nigeria which is grossly underrepresented in the literature. It also provided understanding on the moderating influence of EE on the framework.

During the last decade the demand to comprehend the overarching success factors of the multilocation process in distant countries such as China has increased significantly. In this context, the purpose of this paper is to explore and understand the nature and scope of the collaboration between the public support services (PSS) in China and the Spanish enterprises which decided to be multilocated there.

The present study examines the necessity of the PSS in China by employing a review of literature as well as both quantitative and qualitative surveys from 31 Spanish companies multilocated in China.

The main conclusions highlight the fact that the PSS do not seem to have a big and homogenous influence on the multilocation process, although those companies with higher levels of commitment that have been operating in China for a longer time have used it more frequently.

While other studies of multilocation have isolated the companies from their host environment, the aim of this paper is to evaluate the weak links between the PSS and companies in a culturally and psychically distant market. By providing an insight into the dynamics of how firms interact and collaborate with the PSS, this study contributes to guiding policy makers and managers in designing and implementing strategies to support enterprises in the multilocation process in China.

The purpose of this paper is to examine whether there are any significant differences between native Swedish and immigrant entrepreneurs in business advice sought at start-up.

The study, based on a unique and large database consisting of 304 immigrant and 2,512 native-owned firms, applies several univariate and multivariate statistical methods including ANOVA and regression analysis.

According to the results there are certain similarities and differences between Swedish native- and immigrant-owned firms concerning the type of external business advice they seek. The results suggest there are significant differences between native and immigrant-owned firms for four of 20 types of advice received. Native-owned firms, on average, tend to seek more advice on accounting and on the choice of business form as well as the help of a knowledgeable person. On the other hand, immigrants seek, on average, more advice on export questions than their native counterparts.

This research contributes to policy-making by helping authorities gain a better understanding of the impact of immigrant background on business network decisions at the nascent stage of development. Immigrant access to good advice in the nascent stage should increase new firm survival. This study does not, however, measure performance. As this research is based on aggregate level secondary data, more specific analysis has been impossible. This is an important limitation of this paper. In addition, immigrants are not homogenous groups and they differ in age, education, work experiences, etc. The results should therefore be interpreted carefully.

This paper is one of the first and few empirical studies investigating the issue of immigrant business advice strategies in the Swedish context. The study provides a detailed overview of how ethnicity influences entrepreneurs’ use of external business advice in the firm formation stage for micro and small firms.

Democratic candidate Barack Obama campaigned for the office of President of the United States on a message of hope and change. Included in this message was an avowed commitment to fighting for equality and social justice. This chapter evaluates the Obama administration's record on social justice issues from a black feminist perspective. I find that although the administration has made some notable achievements, the universalist paradigm from which it operates may cause policymakers to overlook multiply oppressed groups. It might likewise blind them to the processes that generate and maintain social inequality. I argue that the results could hinder Obama from succeeding with much of his social justice agenda. I conclude by discussing how examining inequality through a black feminist prism would enable the Obama administration to speed up its program and develop and implement more effective policies. Finally, I also recommend a social justice project that might help the president create a legacy that will promote his goals long after he leaves office.

The purpose of this paper is to demonstrate that Web 2.0 provides an exciting set of tools for librarians to help their students become more information‐literate.

Recently, information overload and Web 2.0 have led librarians to adopt practices labelled as Library 2.0. Information literacy can be the key to affecting the learning attitudes and characteristics adopted by the users, caricatured as the “Web generation”. Web 2.0 tools provide new, interactive ways to engage them. The literature is reviewed to provide examples of librarians using Web 2.0 tools to improve the information literacy of their users.

Librarians are embracing Web 2.0 as it becomes more mainstream and experimenting with the tools to supplement their information literacy interventions. Many of these are being well received but their quantity and measures of their impact on learning have yet to be assessed.

The link between information literacy and Web 2.0 is novel, encourages constructive learning and enables respected educational methods (e.g. reflection) to be used in different ways.

Teaching students/library patrons twenty-first century literacies (such as information and library literacies) is important within a library setting. As such, finding an appropriate manner to teach these skills in a practical manner at tertiary level is important. As vehicles for constructivist learning, games provide a unique opportunity to teach these twenty-first century literacies in an engaging, practical, format. The purpose of this paper is to discuss the implementation of an alternate reality game (ARG) to teach these literacies through gameplay.

An ARG was designed and developed where the core gameplay tasks taught and exercised twenty-first century literacies. The game, once completed, was then analysed as a case study to determine the effectiveness of the game-based approach to literacy learning.

Throughout the play of the game, players spent increasingly more time in the library, often using it as a common meeting point during play. Players reported that they learnt or exercised the skills that each game task focussed on, additionally noting that the game-based context made the process of learning and exercising these skills more enjoyable.

The findings suggest that the creation of games, whether real world or digital, may be useful in engaging students/patrons with twenty-first century literacies as well as with their local library. The documentation of a successful ARG to teach twenty-first century literacies provides a model for future research to follow when designing engaging library-oriented games.