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Plating productivity is often limited by the deposition rate of the electrolytic copper system. Using electrochemical engineering principles, a high speed copper process has been developed which addresses this need. This paper describes the new high speed system and illustrates how the same electrochemical fundamentals can be applied to high aspect ratio‐high throw requirements.

In this information age, demonstrating the significance of physical libraries is increasingly important. The roles and functions of libraries have been discussed using the concept of the library as place in interdisciplinary perspectives. However, the overall structure of the concept is inadequate because there are multifaceted arguments; how the concept has changed is not clear either. The purpose of this study is to clarify the whole picture of the roles and functions of the library as place in public libraries and to show the transition of the roles and functions.

Qualitative content analysis and time-series analysis were conducted using 175 related articles that mentioned the roles and functions of the library as a place.

An overall of 2,966 codes about library as a place was extracted and organised into a conceptual model, comprising 3 symbolic infrastructures (Wisdom, Heritage and Community), 11 categories (Intelligence, Creativity, Novelty, Culture and History, Neutrality, Equality, Empowerment, Publicness, Privacy, Sociability and Friendliness) and 30 subcategories. The study found that concepts of the library as place have developed rapidly since the 1990s, and roles have diversified from traditional ones.

The conceptual model of the library as place in this study, which integrates diverse perspectives such as physical spaces, activities and symbols, is the first of model's kind.

Proposes that the discipline of logistics can benefit from borrowing theories from other areas of study. Presents examples of theories from other disciplines that have already been applied to logistics issues. Offers potential applications from a variety of non‐logistics disciplines, including accounting, anthropology and sociology, computing, economics, marketing, philosophy, political science, and psychology. Discusses examples from various disciplines in some detail and identifies some possible applications of the theory. Concludes with a discussion of the benefits of “borrowing” non‐logistics theories to logistics research, practice and theory development.

This chapter proposes a definition of pro-middle class growth derived from the approach of Lasso de la Vega, Urrutia, and Diez (2010) to intermediate polarization. The authors show that a sufficient condition for growth to be pro-middle class is for the growth rate of what we define as the “intermediate median income” of the whole population to be higher than that of the weighted average of the growth rates of the rich and smaller than the weighted average growth rate of the poor, the “rich” and the “poor” being respectively those with an income higher and lower than the median income. An empirical illustration based on Israeli data for the period 1995–2018 indicates that in absolute terms growth was not pro-middle class for any income type. In contrast, growth was pro-middle class in relative terms for all market incomes (individual income from salaried work, individual wage per hour worked, household economic income, total household income and total equivalized income). But growth was not pro-middle class for net income and net equivalized income, even in relative terms. These conclusions appear to be related to the combined effect of developments in labor force participation, welfare policy changes and major modifications in income tax rates. The intermediate polarization measures indicate that in general there was no pro-middle class growth except in the case of specific market income types.

This chapter argues that self-respect—an integral, but often overlooked value in discussions of social justice—provides a robust foundation upon which libraries might build a renewed defense of privacy and intellectual freedom in the face of today’s advanced information and communication technologies.

The chapter begins by laying out the value of self-respect for social justice as it has been defined in the domains of moral and political philosophy. From there, the author demonstrates the relevance of self-respect for libraries and, in particular, for underwriting important library values like privacy and intellectual freedom. Finally, the author presents two case examples—Library 2.0 and #AmazonFAIL—that further demonstrate how advanced ICTs have the potential to undermine libraries as a site of self-respect.

Through the use of relevant and current case examples, the chapter lays bare how the adoption of new ICTs and an uncritical adherence to Library 2.0 (and the Web 2.0 ideology that underwrites it) threatens to further marginalize users unable to navigate the increasingly complex (and increasingly opaque) systems of data collection, analysis, and dissemination.

This discussion surfaces and translates the value of self-respect from moral and political philosophy and makes it available for librarians and scholars interested in social justice issues in library and information science. Further, it preserves two key historical moments—the rise of Library 2.0 and the case of #AmazonFAIL—for current and future reflections by scholars, librarians, and other information professionals.

This exploratory study, a Ph.D. dissertation completed at the University of Western Ontario in 2013, examines the materially embedded relations of power between library users and staff in public libraries and how building design regulates spatial behavior according to organizational objectives. It considers three public library buildings as organization spaces (Dale & Burrell, 2008) and determines the extent to which their spatial organizations reproduce the relations of power between the library and its public that originated with the modern public library building type ca. 1900. Adopting a multicase study design, I conducted site visits to three, purposefully selected public library buildings of similar size but various ages. Site visits included: blueprint analysis; organizational document analysis; in-depth, semi-structured interviews with library users and library staff; cognitive mapping exercises; observations; and photography.

Despite newer approaches to designing public library buildings, the use of newer information technologies, and the emergence of newer paradigms of library service delivery (e.g., the user-centered model), findings strongly suggest that the library as an organization still relies on many of the same socio-spatial models of control as it did one century ago when public library design first became standardized. The three public libraries examined show spatial organizations that were designed primarily with the librarian, library materials, and library operations in mind far more than the library user or the user’s many needs. This not only calls into question the public library’s progressiveness over the last century but also hints at its ability to survive in the new century.

Signal Detection Theory (SDT) has recently been used to evaluate the performance of imperfect inspectors. SDT model is based on a priori probabilities and perceived payoffs and penalties to study inspectors′ behaviour. In this article, Bayes′ theorem is used to compute posterior probabilities of the two types of inspection error. These posterior probabilities give rise to the definition of Receiver Analysis Curves (RAC), which depict the “after the facts” consequences of inspection error. A cost model is also developed that reflects the true benefits and costs of inspection accuracy to the organisation.

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.