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This paper aims to provide guidance on cloud computing assurance from an IT governance point of view. The board and executive management are tasked with ensuring proper governance of organizations, which should in the end contribute to a sense of assurance. Assurance is understood to be a part of corporate governance which provides stakeholders with confidence in a subject matter by evaluating evidence about that subject matter. Evidence will include proof that proper controls and structures are in place, that risks are managed and that compliance with internal and external requirements is demonstrated with regard to the subject matter. Decisions regarding the use of cloud computing in organizations bring these responsibilities to the fore.

The design of this paper is based on an extensive review of literature, predominantly best practices and standards, from the fields covering IT governance, cloud computing and assurance.

The results from this paper can be used to formulate cloud computing assurance evidence statements, as part of IT governance mandates.

This paper aims to add value by highlighting the responsibility of managers to ensure assurance when exploiting opportunities presented through IT advances, such as cloud computing; serving to inform management about the advances that have and are being made in the field of cloud computing guidelines; and motivating that these guidelines be used for assurance on behalf of organizations adopting and using cloud computing.

The purpose of this paper is to describe the historical development of library and information science (LIS) teaching and research in the University of Sheffield's Information School since its founding in 1963.

The history is based on published materials, unpublished school records, and semi-structured interviews with 19 current or ex-members of staff.

The School has grown steadily over its first half-century, extending the range of its teaching from conventional programmes in librarianship and information science to include cognate programmes in areas such as health informatics, information systems and multi-lingual information management.

There are very few published accounts of the history of LIS departments.

US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians, US IMGs contribute diversity to the health-care workforce; their experiences and perspectives have improved the health outcomes for populations typically underserved. To become a competent medical professional is a challenging experience, especially for IMGs who may have entered medical school with less than optimal academic histories. During this journey, some students develop academic and clinical deficiencies. Addressing these deficits through remediation interventions are critical to the student’s performance as a physician. This study measured the resiliency, self-efficacy, and self-compassion of IMGs who completed remediation while in medical school. Results indicate older students experienced failure more often and were found to have significantly higher levels of self-compassion compared to younger students. Males were assigned significantly more remedial interventions compared to the female participants. Finally, strong positive correlations suggested that the more remediation interventions students were provided, the more likely they were satisfied with their overall remediation experience. These findings indicate that by varying support strategies and encouraging student’s orientation to resiliency, self-efficacy, and self-compassion may assist them in overcoming their deficits.

Soil quality is in decline in many parts of the world, in part due to the intensification of agricultural practices. Whilst economic instruments and regulations can help incentivise uptake of more sustainable soil management practices, they rarely motivate long-term behavior change when used alone. There has been increasing attention towards the complex social factors that affect uptake of sustainable soil management practices. To understand why some communities try these practices whilst others do not, we undertook a narrative review to understand how social capital influences adoption in developed nations. We found that the four components of social capital – trust, norms, connectedness and power – can all influence the decision of farmers to change their soil management. Specifically, information flows more effectively across trusted, diverse networks where social norms exist to encourage innovation. Uptake is more limited in homogenous, close-knit farming communities that do not have many links with non-farmers and where there is a strong social norm to adhere to the status quo. Power can enhance or inhibit uptake depending on its characteristics. Future research, policy and practice should consider whether a lack of social capital could hinder uptake of new practices and, if so, which aspects of social capital could be developed to increase adoption of sustainable soil management practices. Enabling diverse, collaborative groups (including farmers, advisers and government officials) to work constructively together could help build social capital, where they can co-define, -develop and -enact measures to sustainably manage soils.

This study/paper aims to explore civic participation within multimodal expression. With the rise of content produced and circulated within participatory cultures online, there has been much attention raised regarding questions of audience and attention to this content. For example, does production of media content constitute having a voice if no one is paying attention?

Using multimodal analysis and mediated discourse analysis, this study examines adolescents’ school-based media production and use of multimodal ensembles to recruit and maintain audience attention to specific content in their radio and video documentaries.

Research findings reveal deliberate attempts to connect with audience needs when creating media as well as exploration of emerging civic identities.

Questions for how researchers in literacy and learning can further investigate and articulate civic engagement and advocacy are suggested.

Implications for how teachers can use multimodality to create spaces for civic engagement are provided.

This study is original in that few studies have applied the concepts of participatory politics to media products and process conducted in school settings. This study begins to test the utility of these constructs.

Global meat consumption has increased rapidly, which is of concern, given its contribution to environmental destruction. Within this framework, this article aims to analyse the social determinants in relation to stopping red meat consumption for environmental reasons in Chile, with a focus on gender and social status.

Using data from a representative national survey, we estimated six logistic regression models to analyse the social determinants that reduce red meat consumption in Chile.

The results show that social stratification variables (gender, social class, household income and education) are closely linked with choosing to stop eating red meat for environmental reasons. A possible interpretation of these results is the ambiguous status of red meat in contemporary Chilean society and its symbolic link with masculinity.

The analysis may be complemented by future research that distinguishes the environmental aspects, which encourage individuals to stop eating red meat. In addition, asking about meat consumption in an environmental survey, may generate social desirability.

The results contribute to understanding which social factors help stop meat consumption within a strong carnism culture. This is relevant since South America is well known for high meat consumption, and few studies have explored the issue of consumption in these countries.

The purpose of this study is to analyze the indexes of employability assets that affect students' employability in Indigenous contexts.

The study restructures the indicators developed from the survey the authors did for the Vital Outcome Indicators for Community Engagement (VOICE) research project into six employability indexes. The six indexes are reading and comprehension, numeracy, technological mastery, contribution to organizational performance, job searching skills and cultural awareness. The study has applied mixed research method, which is the combination of survey and secondary data analyses.

All six indexes have impacts on students' employability in various degrees with a high level of internal consistency among the indicators. The regression analysis reveals that the technological mastery, reading and comprehension and numeracy indexes significantly influence students' contribution to the organizational performance. The results also show that cultural awareness has impacts on employability but students do not connect it to the required employability skills. Such disconnection of cultural awareness with employability skills justifies the necessity to integrate Indigenous cultural contents into programs and curriculums in today's post-secondary education, particularly in the University College of the North (UCN), improving students' cultural knowledge, which, in return, enhances their employability in Indigenous contexts. The result is also applicable globally to countries which have large populations of Indigenous people such as Canada, Australia, New Zealand, Colombia, Mexico and other regions where workplaces are set in Indigenous contexts.

The research survey was only conducted within students of UCN Thompson campus.

The results of this paper can be used as a guideline to adjust teaching/learning strategies with a focus on integrating Indigenous cultural components into UCN courses and programs, including other institutions with similar attributes to enhance Indigenous students' employability. UCN tri-council, faculty, community leaders, researchers, government and NGOs can also use the outcome of this paper to articulate polices that enhance students' employability. The outcome and strategic implication of the study can also be applicable to any institutions in a global Indigenous context.

The authors of the paper provide empirical evidence from the indexes of the employability assets including their indicators affecting students' employability. It is attested that cultural awareness index have impacts on students' employability in Indigenous context.