This work involves an empirical analysis, incorporating firm-level investment in information technology and financial statement information. The results indicate that IT can enhance firm level profitability.

Many course providers in a variety of fields have chosen to include a required reflective practice assignment for purposes of instilling a spirit of professional development. However, the very notion of forced and evaluated self-exploration raises certain moral and practical issues that cannot be avoided. Relying on recent research at a Trinity College London TESOL Certificate course where course participants were required to complete a teaching practice journal, this article examines the problematic nature of required reflective practice, namely, that requiring individuals to be open and honest in the context of assessment tends to provoke strategic response and often hostility. These reactions, documented in other research as well, point to an underlying problem with any required reflection that has serious implications for teacher education as well as any other field that employs forced reflection.

As with other types of evidence, the courts make no presumption that digital evidence is reliable without some evidence of empirical testing in relation to the theories and techniques associated with its production. The issue of reliability means that courts pay close attention to the manner in which electronic evidence has been obtained and in particular the process in which the data is captured and stored. Previous process models have tended to focus on one particular area of digital forensic practice, such as law enforcement, and have not incorporated a formal description. We contend that this approach has prevented the establishment of generally-accepted standards and processes that are urgently needed in the domain of digital forensics. This paper presents a generic process model as a step towards developing such a generally-accepted standard for a fundamental digital forensic activity-the acquisition of digital evidence.

Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task-technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task-technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.

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