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This section describes the clients, servers, and networks that comprise the EL. The technical and administrative process of integrating campus library LANs for accessing CD‐ROM databases is explained. A timeline is provided highlighting the major events in the development of the Campus OPAC, the suite of EL database resources, library computer networks and public and staff workstations.

This study aims to explore how different involvement levels within a single television program influence recall of cognitive vs affective advertisements aired during that television program.

Two studies of 2 (program involvement: high vs low) × 2 (advertisement involvement: cognitive vs affective) between subject design were conducted; one study was for cognitive program and other study was for affective program. Existing scales were used after conducting reliability and validity tests.

The influence of different levels of involvement with a television program on recall of cognitive and affective advertisements was found. Specifically, recall of cognitive advertisement was found to be higher when involvement with television program is low than when involvement with program is high. Recall of affective advertisement was found to be lower when involvement with program is low than when involvement with program is high.

Results indicate that cognitive advertisements are recalled more at point of low involvement with program, whereas affective advertisements are recalled at point of high involvement with program. The implications are in the field of understanding and making advertisement airing decisions.

When the television program progresses, the story tends to build, and hence, the involvement increases. Therefore, involvement level with the program at initial point and later point can vary. This study identified the possibility of cognitive advertisement being recalled more at initial point of a television program, i.e. at low involvement, and affective advertisement being recalled more at the later point of the same television program, i.e. at high involvement.

The purpose of this paper is to study the impact of brand prominence, game involvement and persuasion knowledge on gamers’ brand recall and attitude in the context of online advergames. Specifically, this investigation uses limited capacity model of attention and persuasion knowledge model to expound the conditions under which brand placements create attention, elaboration and subsequent brand recall and brand attitude.

A 2 (brand prominence: prominent versus subtle) × 2 (game involvement: high versus low involvement) × 2 (persuasion knowledge: high versus low) between-subjects measures design is used. A total of 224 student gamers participated in the study. A between-subjects measures multivariate analysis of variance is used to test the hypotheses.

The results show that an advergame with prominent brand placement under low game involvement condition results in high brand recall but less favorable brand attitude than under high game involvement condition. Furthermore, a three-way interaction shows that for a prominent brand placement advergame with high game involvement, the subjects with high persuasion knowledge report high brand recall than the subjects with low persuasion knowledge. The findings also reveal that for a prominent brand placement advergame with high game involvement, the subjects with high persuasion knowledge report less favorable brand attitude than the subjects with low persuasion knowledge.

This paper adds to advertising literature from a non-traditional advertising viewpoint, predominantly in the context of online advergames, and expounds the role played by brand placement and its boundary conditions to create customers’ brand memory and attitude. Furthermore, this investigation adds to the marketing knowledge on how and where to position and embed the brands effectively in advergames taking into account the characteristics of the gamer, such as the game involvement and gamers’ persuasion knowledge about the advergame.

This study adds to the works of online advertising, particularly the advergames by discovering the impact of brand prominence, game involvement and persuasion knowledge on gamers’ brand recall and attitude. Also, this study is the first in its stream toward understanding the moderating role of persuasion knowledge on Indian gamers’ recall and attitude in the context of online advertising.

This paper presents adaptations and tests undertaken to allow an information retrieval (IR) system to forecast the likelihood of avalanches on a particular day. The forecasting process uses historical data of the weather and avalanche conditions for a large number of days. A method for adapting these data into a form usable by a text‐based IR system is first described, followed by tests showing the resulting system’s accuracy to be equal to existing ‘custom built’ forecasting systems. From this, it is concluded that the adaptation methodology is effective at allowing such data to be used in a text‐based IR system. A number of advantages in using an IR system for avalanche forecasting are also presented.

This case is based solely on secondary, publicly available information. Sources include the X social media platform, Anna Maria College’s (AMC) website and the Massachusetts-based Spectrum News.

AMC administrators knew student-athletes held a stake in the institution’s success. After all, over 40% of the College’s students played on its 13 Division-III (D-III) teams, which meant a significant portion of the private institution’s tuition and student fees were paid by student-athletes. But student-athletes were not AMC’s only stakeholders. In Spring 2024, this came to a head when the College found itself intervening as a faculty member and his student-athletes struggled to communicate with one another. AMC administrators were left wondering: How should they reconcile the competing needs of their diverse stakeholder groups?

This case and its accompanying teaching note are appropriate for lower-level undergraduate organizational communications classes that explore how stakeholder theory can drive messaging development. The case was tested in the classroom with upper-level undergraduate students in a strategic managerial communication course. It was embedded in a unit that focused on stakeholder management and communication, and it should be a prerequisite to a unit in which students build on the case’s content to develop full, multi-touch communication campaigns.

This paper seeks to explore three key aspects of the education of children in care: the composition of that population of children and the extent to which they differ from the general population of children due to difficulties most of them have experienced prior to as well as after entering care; issues relating to the identification of causal relationships and the extent of “underachievement” by children in care; and any evidence that care may provide more positive opportunities than is often supposed.

The paper's approach is an extensive literature review of existing published research into social policy and practice of caring for looked after children.

The significant factors that contribute to better achievement for children in care are: placement stability and support at school but for some children therapeutic help and specialist assessments are necessary to improve outcomes. Different analyses produce different results and the scrutiny of children's trajectories indicates better outcomes than one‐off comparisons with children not in care.

Extensive research has established that children in care achieve less educationally than their peers not in care, but does not explain why. This paper helps to fill this gap.

Operating at the crossroads of higher education, librarianship, technology application, and service delivery, the Research Libraries Group (RLG) is a powerful partner to institutional efforts. For 20 years, it has identified critical research needs, provided responsive solutions, and expanded access to new and untapped information resources. With its highly skilled staff, sophisticated technical resources, and successful track record in managing and supporting interactions among its members, RLG is well positioned to help research institutions address the information challenges of the 1990s.

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.

The physics librarian today faces a complex and fast‐moving discipline and an almost overwhelming array of resources. Beginning selectors in physics are often perplexed. How does research in physics proceed? What kinds of information do physicists seek? Where can this information be found and what is the most effective way of providing it? How are increases in costs and volume of publication affecting collecting in physics? What do new technologies and cooperative arrangements have to offer the physics librarian? This essay, directed especially to the novice selector, seeks first to define physics research and the information needs of physics researchers. It then surveys the trends in technology and in the market‐place that are profoundly altering the way we build research collections in physics.