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This chapter examines the impact of information digitization on the rise of misinformation, and the broader implications that this has for democracy. It is based on the Researching Students Information Choices (RSIC) project, which looks at how students evaluate scientific information on the internet.¹ Part of this study looked at container collapse.

In previous decades, information was contained in a physical book, newspaper, journal, magazine, or the like. These containers offered important contextual information about the origin and validity of the information. With information digitized, this context is lost. This can facilitate misinformation, as people might make incorrect judgments about information credibility because of the lack of context.

It is vital that citizens have the information literacy skills to initially evaluate information correctly. One possibility for misinformation being pervasive is that, once encoded, it becomes resistant to correction. This underscores the importance of teaching students to evaluate the credibility of information prior to the point of encoding.

To combat misinformation, librarians can teach students to evaluate containers and the indicators of credibility that they provide. Information containers can be evaluated prior to consuming information within a resource, while fact-checking only can happen after. Because of this, container evaluation can help prevent misinformation from being encoded. Our research demonstrates that this requires thoughtful engagement with the information resources and critical evaluation of the sources that produced them, and that students cannot accurately identify containers when they rely on heuristics like the URL and Google snippet.

A method is evoked which produces a non‐stationary (and possibly non‐Gaussian) stochastic process with given statistics to second order. The method is useful either for simulation solution of stochastic differential equations or stochastic modeling of system performance.

The purpose of this paper is to consider the benefits of service users contributing to university teaching and having opportunities to present at a conference, both for student learning and clinical development objectives as well as for the service users themselves.

With reference to current policies and good practice guidelines, the article reflects on the experiences of both the students and the service users in relation to the literature and the events that led to the People in Control Conference.

Students valued the experience in terms of developing knowledge and insight into different techniques to facilitate both receptive and expressive communication. Students also had opportunities to think about their own perceptions of disability. Service users have gained in communication confidence and competence as well as getting opportunities to have their voices heard.

Increased opportunities for service users have cultural and clinical benefits for all involved.

In January 2016, Georgia Tech launched a campus-wide academic initiative (“Center for Serve-Learn-Sustain”) aimed at preparing undergraduate students in all majors to use their disciplinary knowledge and skills to contribute to the major societal challenge of creating sustainable communities. The initiative calls for faculty members from all six Georgia Tech colleges to develop courses and co-curricular opportunities that will help students learn about sustainability and community engagement and hone their skills by engaging in real-world projects with nonprofit, community, government, and business partners. Affiliated courses address various aspects of the Center’s sustainable communities framework, which presents sustainability as an integrated system connecting environment, economy, and society. This chapter reports on one engineering instructor’s ongoing efforts that bring sustainability into the engineering classroom through sociotechnical project-based learning. This cornerstone design course is one of more than 100 Center-affiliated courses currently offered; the full set of Center-affiliated courses enrolls over 5,000 students per year across all six colleges. The sustainability activities introduced in the freshman design course pertain particularly to the Center’s vision that all graduates of the institute, a majority of whom will graduate with engineering degrees, are able to contribute to the creation of sustainable communities and to understand the impact of their professional practice on the communities in which they work. A situated knowledge and learning pedagogical theory is used in the Center-affiliated course, where concept, activity, and context are involved in student learning to produce useable robust knowledge. The sociotechnical project-based teaching model with contextualized design problems is used to engage students throughout the course by utilizing computer-aided-design problems that incorporate sustainability within both individual and team projects. In this chapter, the authors present the pedagogical approaches to learning, strategies, and challenges for implementation and assessment of intervention activities, and data analyses of both student reflection data and pre- and post-survey data.

The study of the convergence of Adomian's method presents some difficulties when applied to real problems. Proposes a convergence proof of this technique adapted to non‐linear partial differential equations. Solves some real examples numerically.

The purpose of this editorial is to introduce the selected Proceedings of the 1st National Conference of ISKO UK, the UK Chapter of the International Society for Knowledge Organization. It aims to provide some background for the group, and place it within the context of the recent history of information organization and retrieval in subject domains.

The paper introduces a selection of papers delivered at the 1st National Conference of the UK Chapter of the International Society for Knowledge Organization.

The field of knowledge organization is lively and progressive, and researchers and practitioners in many sectors are actively engaged with it, despite its apparent decline in LIS education. New communities of interest may use different terms to describe this work, but there is much common ground, and a growing convergence of ideas and methods.

The value of existing theory is now more widely recognised, and the importance of structured knowledge organization systems and vocabularies in retrieval is generally acknowledged. It is to be hoped that these important areas of information practice and research will soon be restored to their former place in professional education.

Library assistants were originally considered to be professional librarians in the making, and were trained accordingly. With the expansion of libraries and librarianship, Britain's “apprenticeship” system of qualification gave way to formal library school education, and a new category of “non‐professional staff” was created, of people who were unwilling or unable to proceed to graduate‐level qualification. The development of non‐professional certificates of competence in the UK is described against parallel developments in the US, Canada and Australia; the COMLA training modules are also examined. The theoretical and practical issues surrounding training are discussed, training schemes and qualifications in the four countries analysed, and the relative merits of in‐house training and external certificate programmes argued.

The Sixteenth International Online Information Meeting was held in London on 8–10 De‐cember 1992. Here Online & CDROM Review offers the second set of abstracts of selected papers. The first set was published in the February issue of the journal, pp.50–52.

To provide a new proof of convergence of the Adomian decomposition series for solving nonlinear ordinary and partial differential equations based upon a thorough examination of the historical milieu preceding the Adomian decomposition method.

Develops a theoretical background of the Adomian decomposition method under the auspices of the Cauchy‐Kovalevskaya theorem of existence and uniqueness for solution of differential equations. Beginning from the concepts of a parametrized Taylor expansion series as previously introduced in the Murray‐Miller theorem based on analytic parameters, and the Banach‐space analog of the Taylor expansion series about a function instead of a constant as briefly discussed by Cherruault et al., the Adomian decompositions series and the series of Adomian polynomials are found to be a uniformly convergent series of analytic functions for the solution u and the nonlinear composite function f(u). To derive the unifying formula for the family of classes of Adomian polynomials, the author develops the novel notion of a sequence of parametrized partial sums as defined by truncation operators, acting upon infinite series, which induce these parametrized sums for simple discard rules and appropriate decomposition parameters. Thus, the defining algorithm of the Adomian polynomials is the difference of these consecutive parametrized partial sums.

The four classes of Adomian polynomials are shown to belong to a common family of decomposition series, which admit solution by recursion, and are derived from one unifying formula. The series of Adomian polynomials and hence the solution as computed as an Adomian decomposition series are shown to be uniformly convergent. Furthermore, the limiting value of the mth Adomian polynomial approaches zero as the index m approaches infinity for the prerequisites of the Cauchy‐Kovalevskaya theorem. The novel truncation operators as governed by discard rules are analogous to an ideal low‐pass filter, where the decomposition parameters represent the cut‐off frequency for rearranging a uniformly convergent series so as to induce the parametrized partial sums.

This paper unifies the notion of the family of Adomian polynomials for solving nonlinear differential equations. Further it presents the new notion of parametrized partial sums as a tool for rearranging a uniformly convergent series. It offers a deeper understanding of the elegant and powerful Adomian decomposition method for solving nonlinear ordinary and partial differential equations, which are of paramount importance in modeling natural phenomena and man‐made device performance parameters.