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During the current period of rapid technological change, business students need to emerge from their introductory course in Information Systems (IS) with a set of fundamental principles to help them "think about Information Technology (IT)" in future courses and the workplace. Given the digital revolution, they also need to appreciate the role of information in business as well has how to meet the challenges involved in managing information effectively. This paper addresses both those needs by presenting a fundamental principle concerning information management: How you store information affects how you can retrieve it. The paper commences by presenting the principle in a manner that can be used to introduce it to the class. It continues by providing numerous concepts and examples that draw on the principle and that students are likely to encounter in the core IS course, subsequent courses, and their real-world use of technology. The paper concludes by raising a set of issues suitable for class discussion or exam questions.

There will be an increased need for psychologists to provide mental health services in residential aged care facilities. Experience while training is invaluable to improving both confidence and interest in working in this area. Awareness of potential barriers and ethical situations that may impede good mental health care is necessary when providing supervision. This paper reviews issues that supervisors need to be aware of when working with students in this clinical space. Barriers and enablers of clinical placements in residential aged care settings are discussed. Models of care, ethical considerations relating to risk, consent and working systemically, multiple clients, practical difficulties of being off-site and clinical aspects of adapting therapy to residential care settings are identified as key issues related to supervising students. Potential solutions, resources and practical approaches to these issues are also highlighted. A positive approach to the complexities of working in residential aged care settings can lead to quality supervision and clinical care in this much needed area. What is already known about this topic: There is a high degree of mental health issues amongst older adults living in residential aged care. Concerns have been raised about how clinical psychologists will meet future workforce demands. There is a lack of supervisors with experience in providing clinical guidance in this area. What this topic adds: Supervising in residential aged care has been enabled by an increased level of funded psychological services available to aged care residents in Australia. Several unique ethical issues can arise within supervision in residential aged care contexts that need to be discussed with students to improve their competence. There are practical approaches to adapting clinical interventions and working systemically that serve to facilitate a student's placement journey in residential aged care. [ABSTRACT FROM AUTHOR]

Raises a number of methodological questions about the universality of commonly applied linguistic categories by offering a critical reading of the adverbial "evidently" as it appears in a corpus of contemporary research articles. Analyzes the adverbial from three general vantage points: its function as hedge or booster; the way it intervenes in the overall "meta-textual" strategy; the way it intervenes in the over-all "meta-pragmatic" strategy. (Author/VWL)

Aims and objectives: This study aimed to examine the impact of digital stories about aged care residents on staff knowledge and understanding regarding those residents. Background: More than a quarter of a million older Australians live in residential aged care facilities. This living arrangement can inhibit the expression of a person's sense of identity. Without objects and cues that reflect the person's selfhood, it can be difficult for a person to express their uniqueness. Staff may not sufficiently appreciate the resident's individuality and therefore may not be able to customise care for the resident. Design: This study used a single‐arm trial design. Methods: The study was conducted in four residential aged care facilities. Short digital life stories (3–4 min) of eight residents were constructed by student volunteers over 6 months. Participants (n = 53 care staff) completed a self‐report measure of their knowledge and understanding of a resident before and after watching the resident's story. The study adhered to guidelines for Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) (see Appendix S1). Results: Pre‐ and post‐test scores of the measure were compared using paired samples t‐tests. These scores changed significantly, showing an improvement of knowledge and understanding regarding residents. Conclusions: Watching digital life stories were associated with improvements in knowledge and understanding by staff, and hence have the potential to foster a greater level of understanding of residents by such staff, and more person‐centred care practices within residential aged care facilities. Relevance to clinical practice: Digital stories about aged care residents are quick and efficient methods for improving aged care staff members' knowledge and understanding of the residents under their care. With such understanding, staff may be able to better customise care for residents, thereby validating residents' sense of identity and elevating residents' quality of life. [ABSTRACT FROM AUTHOR]

A method is presented by which elastothermodynamic damping can be included in finite element formulations for design analysis. In this method, elastothermodynamic damping theory is combined with a perturbation method previously developed for viscoelastic modeling. A key aspect of this approach is that it projects elastothermodynamic damping onto the undamped mode shapes of the structure. A finite element formulation is developed and presented for beams in both bending and extension. The finite element formulation creates nonsparse, nonsymmetric damping and stiffness matrices. Results with this method for various cases are discussed. After validation against the classic Zener model damping prediction, the method is applied to the analysis of damping in a three-dimensional truss. The results show that elastothermodynamic damping is higher for modes with a larger portion of their strain energy due to local member bending rather than extension. Through examples it is shown that to maximize elastothermodynamic damping in a truss, both the member cross section and the truss mode shapes must be considered.