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Automated chopper gun trajectory planning (CGTP) for spray forming is highly desirable for today's automotive manufacturing. Generating chopper gun trajectories for free‐form surfaces to satisfy material distribution requirements is still highly challenging due to the complexity of the problems. In this paper, a user‐friendly software for automated CGTP has been developed. The CGTP software can take different formats of the CAD models of parts. A chopper gun trajectory is generated based on the CAD model of a part, chopper gun model, and constraints. A part is partitioned into patches to satisfy the given constraints. A trajectory integration algorithm is developed to integrate the trajectories of the patches to form a trajectory for the part. The CGTP software has been tested by Ford Motor Company and achieved satisfactory results.

The purpose of this research is to seek to understand and explain the non‐governmental organisation (NGO) and its location in civil society in order to provide a basis for future research work. The paper aims to explore and develop understandings of accountability specifically in the context of the NGO and then extend these insights to the accountability of all organisations.

The paper is framed within a theoretical conception of accountability and is primarily literature‐based. In addition secondary data relating to the issues of concern are collated and synthesised.

The research finds that the essence of accountability lies in the relationships between the organisation and the society and/or stakeholder groups of interest. The nature of this relationship allows us to infer much about the necessary formality and the channels of accountability. In turn, this casts a light upon taken‐for‐granted assumptions in the corporate accountability and reminds us that the essence and basis of success of the corporate world lies in its withdrawal from any form of human relationship and the consequential colonisation and oppression of civil society.

The principal implications relate to: our need to improve the analytical incisiveness of our applications of accountability theory; and the possibility of the accounting literature offering more developed insights to the NGO literature. The primary limitations lie in the paper in being: exploratory of a more developed understanding of accountability; and a novel excursion into the world of the NGO and civil society – neither of which feature greatly in the accounting literature.

These lie in the current political struggles between civil society and capital over appropriate forms of accountability. Corporations continue to avoid allowing themselves to be held accountable whilst civil society organisations are often accountable in many different and informal ways. Ill‐considered calls from capital for more oppressive NGO accountability are typically, therefore, hypocritical and inappropriate.

NGOs are introduced in a detailed and accessible way to the accounting literature. The concept of accountability is further developed by examination of relationships and channels in the context of the NGO and, through Rawls' notion of “closeness”, is further enriched.

Argues here that ICANN, as it is currently formed, falls well short of democratic ideals, despite a founding principle of providing “bottom‐up, representative decision‐making”. Defines governance and explains how ICANN engages in governance of the Internet in important ways. Summarizes that if ICANN continues on its current trajectory, the end result is likely to be stability at the expense of democracy.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This study aimed to examine the impact of ICT and digital knowledge on students’ thoughts and beliefs. Using Information and Communication Technology (ICT) in learning and teaching processes can improve the interpretation of knowledge, not only in the learning process but also for thoughts and beliefs. Beliefs and thoughts as propositional content are understood to be a subjective manner of knowing and becoming a focal point of education process. In addition, ICT plays a vital role in enhancing the efficiency of the teaching process which can change the thoughts of learners. So, in this paper, the usage of ICT in education was considered as a key factor for improving students’ thoughts and beliefs. In addition, a conceptual model was proposed to evaluate this impact.

Data were collected from 384 students from secondary schools in Iran. For assessing the elements of the model, a complete questionnaire was designed. For statistical analysis of questionnaires, SPSS 22 and SMART-PLS 3.2 software package was used.

The obtained results showed the high strength of the proposed model. The outcomes indicated that digital technology acceptance positively affects students’ thoughts and beliefs. In addition, the findings showed that the role of digital knowledge, digital training facilities and digital education content on students’ thoughts and beliefs was significant.

The authors deal with one experiment and so the results cannot be generalized. The trail should be repeated with many groups and in diverse contexts.

Despite the importance of the investigating the impact of ICT and digital knowledge on the students’ thoughts and beliefs, the relationship among these factors was not examined well in previous research. Thus, the investigation of the impact of ICT and digital knowledge on the students’ thoughts and beliefs is the main originality of this research. For this goal, a new conceptual model is proposed, which has 11 sub-indicators within four variables: digital technology acceptance, digital knowledge, digital training facilities and digital education content.

Recently there has been a resurgence in the study of how ideas shape policies. Two perspectives which dominate this literature are what Habermas has called the empirical‐analytical tradition and historical‐hermeneutic tradition. These two epistemological positions represent contrasting views. They depict very different pictures of how ideas sway popular values and the policy choices confronted by policymakers. Each also raises important questions about how the processes of knowledge formation and promotion unfold and what actors play a dominant role in furthering these developments.

Critically examines claims for the use of information and communication technologies for the easy availability of information and so for the improvement of citizen participation in democratic processes. Examines the quality as opposed to the quantity of information available and discusses the nature of the information infrastructure as envisioned in the New Library: The People’s Network report against the historical reality of the failure of established systems to fulfill their potential and the characteristics of the present information environment. Considers attacks on the established public library system and discusses the nature of official information as embodied in official statistics. Examines the commercialisation of broadcasting, the decline of public service broadcasting and the failure of radio and television to develop in private hands into vehicles for mass education, concluding that where quality of content is paramount for information purposes over techniques of presentation, the claims for technological solutions for the information age are overstated.

This research seeks to investigate how in-store mobile use affects store loyalty directly or indirectly via the mediation of store value and whether social influence moderates such relationships.

Based on a sample of 862 actual customers from a market research company panel, we used structural equation modelling to test a series of research hypotheses.

The results show a positive but weak effect of in-store smartphone use on loyalty. This effect is significantly mediated by the store’s hedonic and symbolic value dimensions, but not by its utilitarian value. This research also uncovers significant moderation effects of social influence on the relationships investigated. The effect of in-store smartphone use on store loyalty is stronger when social influence is lower. However, the effects of hedonic and symbolic store value are stronger when social influence is higher.

This research is carried out in one country (France). It focuses on social influence through in-store mobile phone use; it would also be useful to consider physical social influence.

Retailers should position their stores on specific value dimensions and use social influence appropriately to improve loyalty. For instance, utilitarian value should be offered to customers with low social influence. To prevent negative social influence, retailers could develop “controlled” social influence through their own private mobile app to favour interaction.

This research underlines the critical role of store value and social influence on the relationships between smartphone use and store loyalty. It shows that the effects of value dimensions (utilitarian, hedonic and symbolic) on loyalty differ depending on social influence level.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.