Academic literature on the topic 'Photodraw 2000 (Computer file)'

Based on the European energy directives, the building sector has to provide comfortable levels for occupants with minimum energy consumption as well as to reduce greenhouse gas emissions. This paper aims to compare the impact of climate change on the energy performance of residential buildings in order to derive potential design strategies. Different climate file inputs of Madrid have been used to quantify comparatively the thermal needs of two reference residential buildings located in this city. One of them represents buildings older than 40 years built according to the applicable Spanish regulations prior to 1979. The other refers to buildings erected in the last decade under more energy-restrictive constructive regulations. Three different climate databases of Madrid have been used to assess the impact of the evolution of the climate in recent years on the thermal demands of these two reference buildings. Two of them are typical meteorological years (TMY) derived from weather data measured before 2000. On the contrary, the third one is an experimental file representing the average values of the meteorological variables registered in Madrid during the last decade. Annual and monthly comparisons are done between the three climate databases assessing the climate changes. Compared to the TMYs databases, the experimental one records an average air temperature of 1.8 °C higher and an average value of relative humidity that is 9% lower.

The relatively young field of ion mobility spectrometry has now advanced to the stage where the need to reliably exchange the spectroscopic data obtained worldwide by this technique has become extremely urgent. To assist in the validation of the various new spectrometer designs and to assist in inter-comparisons between different laboratories reference data collections are being established for which an internationally recognized electronic data exchange format is essential. To make the data exchange between users and system administration possible, it is important to define a file format specially made for the requirements of ion mobility spectrometry. The format should be computer readable and flexible enough for extensive comments to be included. In this document, we define a data exchange format, agreed on by a working group of the International Society for Ion Mobility Spectrometry at Hilton Head Island, USA (1998) and Buxton, UK (1999). This definition of this format is based on the IUPAC JCAMP-DX protocols, which were developed for the exchange of infrared spectra [1] and extended to chemical structures [2], nuclear magnetic resonance data [3], and mass spectra [4]. This standard of the Joint Committee on Atomic and Molecular Physical Data is of a flexible design. The International Union of Pure and Applied Chemistry have taken over the support and development of these standards and recently brought out an extension to cover year 2000 compatible date strings and good laboratory practice [5]. The aim of this paper is to adapt JCAMP-DX to the special requirements of ion mobility spectra [6].

Background: Technology experts foresee that nanotechnology is the next industrial revolution and it has great potential to bring solutions to many challenges of global relevance in terms of a diverse range of applications. Efficiency-driven economies are transforming into innovation-driven economies where Intellectual Property (IP) plays a pivotal role in achieving a competitive advantage. Whereas industry analysts assert that IP roadblocks will be a severe detriment to the development of nanotechnology due to infringements and high-profile patent battles. Various authors have made a significant effort to analyse the implications of IP on nanotechnology but most of the published literature covers only the years 2000- 2010. Data and insights pertaining to recent developments are lagging behind. Therefore, the objective of this review was to explore cutting-edge empirical evidence towards emerging trends of Intellectual Property protection in nanotechnology, thereby to provide insights aimed at unleashing the full potential of nanotechnology innovation for socio-economic advantage. Materials and Methods: Patent information over the period 2000 to 2018 was collated and analysed to determine the latest trends. To gain a global perspective, nanotechnology patents issued by the United States Patent and Trademark Office (USPTO) and nanotechnology patents published in the ‘PatentScope’ of the World Intellectual Property Organization (WIPO) were surveyed along with literature in relation to nanotechnology commercialization and litigation. Results: Our study revealed that worldwide protection of Intellectual Property in nanotechnology has steadily been increasing year-on-year accounting 3.3 million patent applications filed in 2018 in which China and U.S. are dominating. The other main contributors are Japan, Germany Republic of Korea, France and U.K. Asia has emerged as the single region to file more than half of total filings for the first time thus shifting global IP landscape from Europe to Asia. Another notable finding is that there is a significant growth in trademark registration in many of the leading economies. Top five technology fields with high international patenting activity are computer technology, medical technology, digital communication, electrical machinery and pharmaceuticals where computer technology is dominating. More than 90% of the total patents are granted on materials, devices and processes developed as basic building blocks of nanotechnology at laboratory level which sound as more downstream innovations in the short-term. Amid the upward trends in nanotechnology patenting, newly emerging obstacles pose risks to innovation. A key finding of the present study is that the increasing trend of patent litigation almost follows the same path of patent grants indicating a positive correlation. A global prominence of middle-income and low-income countries in patent filing is yet to emerge which foreshadows an IP divide. Discussion: A secondary market for patent assets is pronounced with many new types of players leading to a high cost of patenting nanotechnology. These trends foreshadow a surge of patent filings in the years to come and.the patent offices will be confronted with that ‘surge’ of patent applications of increased complexity and multidisciplinary nature..Patent offices with inadequate efficacy will ultimately produce lowquality patents along with a difficulty to enter into markets and will facilitate exploiting of the IP legal systems to extract rewards for infringement without contributing to innovation or social prosperity of nations. Conclusion: Insights and recommendations given in this paper will enable nanotechnology researchers, inventors, technopreneurs and investors to understand recent trends and global perspectives on implications of IP in nanotechnology and intensifying IP battle thereby to contemplate and succeed in their roadmaps towards leveraging on nanotechnology.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. American Association for Paralegal Education (2013, Oct.). AAfPE core competencies for paralegal programs. Retrieved from https://cdn.ymaws.com/www.aafpe.org/resource/resmgr/Docs/AAfPECoreCompetencies.pdf American Bar Association, Standing Committee on Paralegals. (2017). https://www.americanbar.org/groups/paralegals.html American Bar Association, Standing Committee on Paralegals (2013, September). Guidelines for the approval of paralegal education programs. Retrieved from https://www.americanbar.org/content/dam/aba/administrative/paralegals/ls_prlgs_2013_paralegal_guidelines.authcheckdam.pdf Astani, M., Ready, K. J., & Duplaga, E. A. (2010). Online course experience matters: Investigating students’ perceptions of online learning. Issues in Information Systems, 11(2), 14-21. Retrieved from http://iacis.org/iis/2010/14-21_LV2010_1526.pdf Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12, 152-155. doi: 10.1016/j.iheduc.2009.08.002 Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim , R., Surkes, M., & Bethel, E. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243-1289. doi: 10.3102/0034654309333844 Cherry, S. J., & Flora, B. H. (2017). Radiography faculty engaged in online education: Perceptions of effectiveness, satisfaction, and technological self-efficacy. Radiologic Technology, 88(3), 249-262. http://www.radiologictechnology.org/ Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Taylor & Francis Group. Colorado, J. T., & Eberle, J. (2010). Student demographics and success in online learning environments. Emporia State Research Studies, 46(1), 4-10. Retrieved from https://esirc.emporia.edu/bitstream/handle/123456789/380/205.2.pdf?sequence=1 Dutcher, C. W., Epps, K. K., & Cleaveland, M. C. (2015). Comparing business law in online and face to face formats: A difference in student learning perception. Academy of Educational Leadership Journal, 19, 123-134. http://www.abacademies.org/journals/academy-of-educational-leadership-journal-home.html Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. Retrieved from http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPower3-BRM-Paper.pdf Field, A. (2009). Discovery statistics using SPSS. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. Gall M., Borg, W., & Gall, J. (1996). Educational research: An introduction (6th ed.). White Plains, NY: Longman Press. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_CogPres_Final.pdf Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Internal consistency estimates of reliability. Upper Saddle River, NJ: Pearson Prentice Hall. Harrell, I. L. (2008). Increasing the Success of Online Students. Inquiry, 13(1), 36-44. Retrieved from http://files.eric.ed.gov/fulltext/EJ833911.pdf Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37, 73-88. doi: 10.1080/02602938.2010.496532 Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23, 581-591. doi:10.1080/106689299264594 Institute of Legal Executives (ILEX). https://www.cilexcareers.org.uk/ Johnson, J. & Taggart, G. (1996). Computer assisted instruction in paralegal education: Does it help? Journal of Paralegal Education and Practice, 12, 1-21. Johnstone, Q. & Flood, J. (1982). Paralegals in English and American law offices. Windsor YB Access to Justice 2, 152. Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and course value. Journal of Asynchronous Learning Networks, 16(1), 49-58. doi:http://dx.doi.org/10.24059/olj.v16i1.227 Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30, 607-610. http://journals.sagepub.com/home/epm Liu, S., Gomez, J., Khan, B., & Yen, C. J. (2007). Toward a learner-oriented community college online course dropout framework. International Journal on ELearning, 6(4), 519-542. https://www.learntechlib.org/j/IJEL/ Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12. Retrieved from http://jolt.merlot.org/vol8no1/lloyd_0312.pdf Lockee, B., Burton, J., & Potter, K. (2010, March). Organizational perspectives on quality in distance learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010—Society for Information Technology & Teacher Education International Conference (pp. 659-664). San Diego, CA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/33419/ Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47(4), 465-489. doi:10.1016/j.compedu.2004.10.014 Retrieved from https://pdfs.semanticscholar.org/fc9c/13f0187d3967217aa82cc96c188427e29ec9.pdf Martins, L. L., & Kellermanns, F. W. (2004). A model of business school students' acceptance of a web-based course management system. Academy of Management Learning & Education, 3(1), 7-26. doi: 10.5465/AMLE.2004.12436815 Mayes, J. T. (2001). Quality in an e-University. Assessment & Evaluation in Higher Education, 26, 465-473. doi:10.1080/02602930120082032 McCabe, S. (2007). A brief history of the paralegal profession. Michigan Bar Journal, 86(7), 18-21. Retrieved from https://www.michbar.org/file/barjournal/article/documents/pdf4article1177.pdf McMillan, J. H. (2008). Educational Research: Fundamentals for the customer. Boston, MA: Pearson Education, Inc. Myers, C. B., Bennett, D., Brown, G., & Henderson, T. (2004). Emerging online learning environments and student learning: An analysis of faculty perceptions. Educational Technology & Society, 7(1), 78-86. Retrieved from http://www.ifets.info/journals/7_1/9.pdf Myers, K. (2002). Distance education: A primer. Journal of Paralegal Education & Practice, 18, 57-64. Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill. Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen, K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional courses. The Internet and Higher Education, 19, 27-35. doi:10.1016/j.iheduc.2013.08.001 Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Boston, MA: Allyn & Bacon. Rich, A. J., & Dereshiwsky, M. I. (2011). Assessing the comparative effectiveness of teaching undergraduate intermediate accounting in the online classroom format. Journal of College Teaching and Learning, 8(9), 19. https://www.cluteinstitute.com/ojs/index.php/TLC/ Robinson, C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. The Journal of Education for Business, 84(2), 101-109. Retrieved from http://anitacrawley.net/Resources/Articles/New%20Benchmarks%20in%20Higher%20Education.pdf Salkind, N. J. (2008). Statistics for people who think they hate statistics. Los Angeles, CA: Sage Publications. Santos, J. (1999, April). Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension, 37, 2. Retrieved from https://www.joe.org/joe/1999april/tt3.php Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors' and students' perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25. Retrieved from http://online.nuc.edu/ctl_en/wp-content/uploads/2015/08/Online-education-effectiviness.pdf Sheridan, K., & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. Journal of Online Learning and Teaching, 6(4), 767-779. Retrieved from http://jolt.merlot.org/vol6no4/sheridan_1210.pdf Shook, B. L., Greer, M. J., & Campbell, S. (2013). Student perceptions of online instruction. International Journal of Arts & Sciences, 6(4), 337. Retrieved from https://s3.amazonaws.com/academia.edu.documents/34496977/Ophoff.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1508119686&Signature=J1lJ8VO0xardd%2FwH35pGj14UeBg%3D&response-content-disposition=inline%3B%20filename%3DStudent_Perceptions_of_Online_Learning.pdf Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70. doi:10.1016/j.iheduc.2003.11.003 Steiner, S. D., & Hyman, M. R. (2010). Improving the student experience: Allowing students enrolled in a required course to select online or face-to-face instruction. Marketing Education Review, 20, 29-34. doi:10.2753/MER1052-8008200105 Stoel, L., & Hye Lee, K. (2003). Modeling the effect of experience on student acceptance of web-based courseware. Internet Research, 13(5), 364-374. http://www.emeraldinsight.com/loi/intr Taggart, G., & Bodle, J. H. (2003). Example of assessment of student outcomes data from on-line paralegal courses: Lessons learned. Journal of Paralegal Education & Practice, 19, 29-36. Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students' perceptions of online learning: A comparative study. Journal of Information Systems Education, 20, 29-40. http://jise.org/ Tung, C.K. (2007). Perceptions of students and instructors of online and web-enhanced course effectiveness in community colleges (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database (Publication No. AAT 3284232). Vodanovich, S. J. & Piotrowski, C., & (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education, 121(1), 48-53. http://www.projectinnovation.com/education.html Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. The International Review of Research in Open and Distributed Learning, 11, 57-77. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/867/1610? Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17, 131-140. http://jise.org/

Background and Objective: Suicide attempts are 10-20X more common than completed suicide and an important risk factor for death by suicide, yet most people who attempt suicide do not die by suicide. The process of recovering after a suicide attempt has not been well studied. The Reasons to go on Living (RTGOL) Project, a narrative web-based study, focuses on experiences of people who have attempted suicide and made the decision to go on living, a process not well studied. Narrative research is ideally suited to understanding personal experiences critical to recovery following a suicide attempt, including the transition to a state of hopefulness. Voices from people with lived experience can help us plan and conceptualize this work. This paper reports on a secondary research question of the larger study: what stories do participants tell of the positive role/impact of the mental health system. Material and Methods: A website created for The RTGOL Project (www.thereasons.ca) enabled participants to anonymously submit a story about their suicide attempt and recovery, a process which enabled participation from a large and diverse group of participants. The only direction given was “if you have made a suicide attempt or seriously considered suicide and now want to go on living, we want to hear from you.” The unstructured narrative format allowed participants to describe their experiences in their own words, to include and emphasize what they considered important. Over 5 years, data analysis occurred in several phases over the course of the study, resulting in the identification of data that were inputted into an Excel file. This analysis used stories where participants described positive involvement with the mental health system (50 stories). Results: Several participants reflected on experiences many years previous, providing the privilege of learning how their life unfolded, what made a difference. Over a five-year period, 50 of 226 stories identified positive experiences with mental health care with sufficient details to allow analysis, and are the focus of this paper. There were a range of suicidal behaviours in these 50 stories, from suicidal ideation only to medically severe suicide attempts. Most described one or more suicide attempts. Three themes identified included: 1) trust and relationship with a health care professional, 2) the role of friends and family and friends, and 3) a wide range of services. Conclusion: Stories open a window into the experiences of the period after a suicide attempt. This study allowed for an understanding of how mental health professionals might help individuals who have attempted suicide write a different story, a life-affirming story. The stories that participants shared offer some understanding of “how” to provide support at a most-needed critical juncture for people as they interact with health care providers, including immediately after a suicide attempt. Results of this study reinforce that just one caring professional can make a tremendous difference to a person who has survived a suicide attempt. Key Words: web-based; suicide; suicide attempt; mental health system; narrative research Word Count: 478 Introduction My Third (or fourth) Suicide AttemptI laid in the back of the ambulance, the snow of too many doses of ativan dissolving on my tongue.They hadn't even cared enough about meto put someone in the back with me,and so, frustrated,I'd swallowed all the pills I had with me— not enough to do what I wanted it to right then,but more than enough to knock me out for a good 14 hours.I remember very little after that;benzodiazepines like ativan commonly cause pre- and post-amnesia, says Google helpfullyI wake up in a locked rooma woman manically drawing on the windows with crayonsthe colors of light through the glassdiffused into rainbows of joy scattered about the roomas if she were coloring on us all,all of the tattered remnants of humanity in a psych wardmade into a brittle mosaic, a quilt of many hues, a Technicolor dreamcoatand I thoughtI am so glad to be able to see this. (Story 187)The nurse opening that door will have a lasting impact on how this story unfolds and on this person’s life. Each year, almost one million people die from suicide, approximately one death every 40 seconds. Suicide attempts are much more frequent, with up to an estimated 20 attempts for every death by suicide.1 Suicide-related behaviours range from suicidal ideation and self-injury to death by suicide. We are unable to directly study those who die by suicide, but effective intervention after a suicide attempt could reduce the risk of subsequent death by suicide. Near-fatal suicide attempts have been used to explore the boundary with completed suicides. Findings indicated that violent suicide attempters and serious attempters (seriousness of the medical consequences to define near-fatal attempts) were more likely to make repeated, and higher lethality suicide attempts.2 In a case-control study, the medically severe suicide attempts group (78 participants), epidemiologically very similar to those who complete suicide, had significantly higher communication difficulties; the risk for death by suicide multiplied if accompanied by feelings of isolation and alienation.3 Most research in suicidology has been quantitative, focusing almost exclusively on identifying factors that may be predictive of suicidal behaviours, and on explanation rather than understanding.4 Qualitative research, focusing on the lived experiences of individuals who have attempted suicide, may provide a better understanding of how to respond in empathic and helpful ways to prevent future attempts and death by suicide.4,5 Fitzpatrick6 advocates for narrative research as a valuable qualitative method in suicide research, enabling people to construct and make sense of the experiences and their world, and imbue it with meaning. A review of qualitative studies examining the experiences of recovering from or living with suicidal ideation identified 5 interconnected themes: suffering, struggle, connection, turning points, and coping.7 Several additional qualitative studies about attempted suicide have been reported in the literature. Participants have included patients hospitalized for attempting suicide8, and/or suicidal ideation,9 out-patients following a suicide attempt and their caregivers,10 veterans with serious mental illness and at least one hospitalization for a suicide attempt or imminent suicide plan.11 Relationships were a consistent theme in these studies. Interpersonal relationships and an empathic environment were perceived as therapeutic and protective, enabling the expression of thoughts and self-understanding.8 Given the connection to relationship issues, the authors suggested it may be helpful to provide support for the relatives of patients who have attempted suicide. A sheltered, friendly environment and support systems, which included caring by family and friends, and treatment by mental health professionals, helped the suicidal healing process.10 Receiving empathic care led to positive changes and an increased level of insight; just one caring professional could make a tremendous difference.11 Kraft and colleagues9 concluded with the importance of hearing directly from those who are suicidal in order to help them, that only when we understand, “why suicide”, can we help with an alternative, “why life?” In a grounded theory study about help-seeking for self-injury, Long and colleagues12 identified that self-injury was not the problem for their participants, but a panacea, even if temporary, to painful life experiences. Participant narratives reflected a complex journey for those who self-injured: their wish when help-seeking was identified by the theme “to be treated like a person”. There has also been a focus on the role and potential impact of psychiatric/mental health nursing. Through interviews with experienced in-patient nurses, Carlen and Bengtsson13 identified the need to see suicidal patients as subjective human beings with unique experiences. This mirrors research with patients, which concluded that the interaction with personnel who are devoted, hope-mediating and committed may be crucial to a patient’s desire to continue living.14 Interviews with individuals who received mental health care for a suicidal crisis following a serious attempt led to the development of a theory for psychiatric nurses with the central variable, reconnecting the person with humanity across 3 phases: reflecting an image of humanity, guiding the individual back to humanity, and learning to live.15 Other research has identified important roles for nurses working with patients who have attempted suicide by enabling the expression of thoughts and developing self-understanding8, helping to see things differently and reconnecting with others,10 assisting the person in finding meaning from their experience to turn their lives around, and maintain/and develop positive connections with others.16 However, one literature review identified that negative attitudes toward self-harm were common among nurses, with more positive attitudes among mental health nurses than general nurses. The authors concluded that education, both reflective and interactive, could have a positive impact.17 This paper is one part of a larger web-based narrative study, the Reasons to go on Living Project (RTGOL), that seeks to understand the transition from making a suicide attempt to choosing life. When invited to tell their stories anonymously online, what information would people share about their suicide attempts? This paper reports on a secondary research question of the larger study: what stories do participants tell of the positive role/impact of the mental health system. The focus on the positive impact reflects an appreciative inquiry approach which can promote better practice.18 Methods Design and Sample A website created for The RTGOL Project (www.thereasons.ca) enabled participants to anonymously submit a story about their suicide attempt and recovery. Participants were required to read and agree with a consent form before being able to submit their story through a text box or by uploading a file. No demographic information was requested. Text submissions were embedded into an email and sent to an account created for the Project without collecting information about the IP address or other identifying information. The content of the website was reviewed by legal counsel before posting, and the study was approved by the local Research Ethics Board. Stories were collected for 5 years (July 2008-June 2013). The RTGOL Project enabled participation by a large, diverse audience, at their own convenience of time and location, providing they had computer access. The unstructured narrative format allowed participants to describe their experiences in their own words, to include and emphasize what they considered important. Of the 226 submissions to the website, 112 described involvement at some level with the mental health system, and 50 provided sufficient detail about positive experiences with mental health care to permit analysis. There were a range of suicidal behaviours in these 50 stories: 8 described suicidal ideation only; 9 met the criteria of medically severe suicide attempts3; 33 described one or more suicide attempts. For most participants, the last attempt had been some years in the past, even decades, prior to writing. Results Stories of positive experiences with mental health care described the idea of a door opening, a turning point, or helping the person to see their situation differently. Themes identified were: (1) relationship and trust with a Health Care Professional (HCP), (2) the role of family and friends (limited to in-hospital experiences), and (3) the opportunity to access a range of services. The many reflective submissions of experiences told many years after the suicide attempt(s) speaks to the lasting impact of the experience for that individual. Trust and Relationship with a Health Care Professional A trusting relationship with a health professional helped participants to see things in a different way, a more hopeful way and over time. “In that time of crisis, she never talked down to me, kept her promises, didn't panic, didn't give up, and she kept believing in me. I guess I essentially borrowed the hope that she had for me until I found hope for myself.” (Story# 35) My doctor has worked extensively with me. I now realize that this is what will keep me alive. To be able to feel in my heart that my doctor does care about me and truly wants to see me get better.” (Story 34). The writer in Story 150 was a nurse, an honours graduate. The 20 years following graduation included depression, hospitalizations and many suicide attempts. “One day after supper I took an entire bottle of prescription pills, then rode away on my bike. They found me late that night unconscious in a downtown park. My heart threatened to stop in the ICU.” Then later, “I finally found a person who was able to connect with me and help me climb out of the pit I was in. I asked her if anyone as sick as me could get better, and she said, “Yes”, she had seen it happen. Those were the words I had been waiting to hear! I quickly became very motivated to get better. I felt heard and like I had just found a big sister, a guide to help me figure out how to live in the world. This person was a nurse who worked as a trauma therapist.” At the time when the story was submitted, the writer was applying to a graduate program. Role of Family and Friends Several participants described being affected by their family’s response to their suicide attempt. Realizing the impact on their family and friends was, for some, a turning point. The writer in Story 20 told of experiences more than 30 years prior to the writing. She described her family of origin as “truly dysfunctional,” and she suffered from episodes of depression and hospitalization during her teen years. Following the birth of her second child, and many family difficulties, “It was at this point that I became suicidal.” She made a decision to kill herself by jumping off the balcony (6 stories). “At the very last second as I hung onto the railing of the balcony. I did not want to die but it was too late. I landed on the parking lot pavement.” She wrote that the pain was indescribable, due to many broken bones. “The physical pain can be unbearable. Then you get to see the pain and horror in the eyes of someone you love and who loves you. Many people suggested to my husband that he should leave me in the hospital, go on with life and forget about me. During the process of recovery in the hospital, my husband was with me every day…With the help of psychiatrists and a later hospitalization, I was actually diagnosed as bipolar…Since 1983, I have been taking lithium and have never had a recurrence of suicidal thoughts or for that matter any kind of depression.” The writer in Story 62 suffered childhood sexual abuse. When she came forward with it, she felt she was not heard. Self-harm on a regular basis was followed by “numerous overdoses trying to end my life.” Overdoses led to psychiatric hospitalizations that were unhelpful because she was unable to trust staff. “My way of thinking was that ending my life was the only answer. There had been numerous attempts, too many to count. My thoughts were that if I wasn’t alive I wouldn’t have to deal with my problems.” In her final attempt, she plunged over the side of a mountain, dropping 80 feet, resulting in several serious injuries. “I was so angry that I was still alive.” However, “During my hospitalization I began to realize that my family and friends were there by my side continuously, I began to realize that I wasn't only hurting myself. I was hurting all the important people in my life. It was then that I told myself I am going to do whatever it takes.” A turning point is not to say that the difficulties did not continue. The writer of Story 171 tells of a suicide attempt 7 years previous, and the ongoing anguish. She had been depressed for years and had thoughts of suicide on a daily basis. After a serious overdose, she woke up the next day in a hospital bed, her husband and 2 daughters at her bed. “Honestly, I was disappointed to wake up. But, then I saw how scared and hurt they were. Then I was sorry for what I had done to them. Since then I have thought of suicide but know that it is tragic for the family and is a hurt that can never be undone. Today I live with the thought that I am here for a reason and when it is God's time to take me then I will go. I do believe living is harder than dying. I do believe I was born for a purpose and when that is accomplished I will be released. …Until then I try to remind myself of how I am blessed and try to appreciate the wonders of the world and the people in it.” Range of Services The important role of mental health and recovery services was frequently mentioned, including dialectical behavioural therapy (DBT)/cognitive-behavioural therapy (CBT), recovery group, group therapy, Alcoholics Anonymous, accurate diagnosis, and medications. The writer in Story 30 was 83 years old when she submitted her story, reflecting on a life with both good and bad times. She first attempted suicide at age 10 or 12. A serious post-partum depression followed the birth of her second child, and over the years, she experienced periods of suicidal intent: “Consequently, a few years passed and I got to feeling suicidal again. I had pills in one pocket and a clipping for “The Recovery Group” in the other pocket. As I rode on the bus trying to make up my mind, I decided to go to the Recovery Group first. I could always take the pills later. I found the Recovery Group and yoga helpful; going to meetings sometimes twice a day until I got thinking more clearly and learned how to deal with my problems.” Several participants described the value of CBT or DBT in learning to challenge perceptions. “I have tools now to differentiate myself from the illness. I learned I'm not a bad person but bad things did happen to me and I survived.”(Story 3) “The fact is that we have thoughts that are helpful and thoughts that are destructive….. I knew it was up to me if I was to get better once and for all.” (Story 32): “In the hospital I was introduced to DBT. I saw a nurse (Tanya) every day and attended a group session twice a week, learning the techniques. I worked with the people who wanted to work with me this time. Tanya said the same thing my counselor did “there is no study that can prove whether or not suicide solves problems” and I felt as though I understood it then. If I am dead, then all the people that I kept pushing away and refusing their help would be devastated. If I killed myself with my own hand, my family would be so upset. DBT taught me how to ‘ride my emotional wave’. ……….. DBT has changed my life…….. My life is getting back in order now, thanks to DBT, and I have lots of reasons to go on living.”(Story 19) The writer of Story 67 described the importance of group therapy. “Group therapy was the most helpful for me. It gave me something besides myself to focus on. Empathy is such a powerful emotion and a pathway to love. And it was a huge relief to hear others felt the same and had developed tools of their own that I could try for myself! I think I needed to learn to communicate and recognize when I was piling everything up to build my despair. I don’t think I have found the best ways yet, but I am lifetimes away from that teenage girl.” (Story 67) The author of story 212 reflected on suicidal ideation beginning over 20 years earlier, at age 13. Her first attempt was at 28. “I thought everyone would be better off without me, especially my children, I felt like the worst mum ever, I felt like a burden to my family and I felt like I was a failure at life in general.” She had more suicide attempts, experienced the death of her father by suicide, and then finally found her doctor. “Now I’m on meds for a mood disorder and depression, my family watch me closely, and I see my doctor regularly. For the first time in 20 years, I love being a mum, a sister, a daughter, a friend, a cousin etc.” Discussion The 50 stories that describe positive experiences in the health care system constitute a larger group than most other similar studies, and most participants had made one or more suicide attempts. Several writers reflected back many years, telling stories of long ago, as with the 83-year old participant (Story 30) whose story provided the privilege of learning how the author’s life unfolded. In clinical practice, we often do not know – how did the story turn out? The stories that describe receiving health care speak to the impact of the experience, and the importance of the issues identified in the mental health system. We identified 3 themes, but it was often the combination that participants described in their stories that was powerful, as demonstrated in Story 20, the young new mother who had fallen from a balcony 30 years earlier. Voices from people with lived experience can help us plan and conceptualize our clinical work. Results are consistent with, and add to, the previous work on the importance of therapeutic relationships.8,10,11,14–16 It is from the stories in this study that we come to understand the powerful experience of seeing a family members’ reaction following a participant’s suicide attempt, and how that can be a potent turning point as identified by Lakeman and Fitzgerald.7 Ghio and colleagues8 and Lakeman16 identified the important role for staff/nurses in supporting families due to the connection to relationship issues. This research also calls for support for families to recognize the important role they have in helping the person understand how much they mean to them, and to promote the potential impact of a turning point. The importance of the range of services reflect Lakeman and Fitzgerald’s7 theme of coping, associating positive change by increasing the repertoire of coping strategies. These findings have implications for practice, research and education. Working with individuals who are suicidal can help them develop and tell a different story, help them move from a death-oriented to life-oriented position,15 from “why suicide” to “why life.”9 Hospitalization provides a person with the opportunity to reflect, to take time away from “the real world” to consider oneself, the suicide attempt, connections with family and friends and life goals, and to recover physically and emotionally. Hospitalization is also an opening to involve the family in the recovery process. The intensity of the immediate period following a suicide attempt provides a unique opportunity for nurses to support and coach families, to help both patients and family begin to see things differently and begin to create that different story. In this way, family and friends can be both a support to the person who has attempted suicide, and receive help in their own struggles with this experience. It is also important to recognize that this short period of opportunity is not specific to the nurses in psychiatric units, as the nurses caring for a person after a medically severe suicide attempt will frequently be the nurses in the ICU or Emergency departments. Education, both reflective and interactive, could have a positive impact.17 Helping staff develop the attitudes, skills and approach necessary to be helpful to a person post-suicide attempt is beginning to be reported in the literature.21 Further implications relate to nursing curriculum. Given the extent of suicidal ideation, suicide attempts and deaths by suicide, this merits an important focus. This could include specific scenarios, readings by people affected by suicide, both patients themselves and their families or survivors, and discussions with individuals who have made an attempt(s) and made a decision to go on living. All of this is, of course, not specific to nursing. All members of the interprofessional health care team can support the transition to recovery of a person after a suicide attempt using the strategies suggested in this paper, in addition to other evidence-based interventions and treatments. Findings from this study need to be considered in light of some specific limitations. First, the focus was on those who have made a decision to go on living, and we have only the information the participants included in their stories. No follow-up questions were possible. The nature of the research design meant that participants required access to a computer with Internet and the ability to communicate in English. This study does not provide a comprehensive view of in-patient care. However, it offers important inputs to enhance other aspects of care, such as assessing safety as a critical foundation to care. We consider these limitations were more than balanced by the richness of the many stories that a totally anonymous process allowed. Conclusion Stories open a window into the experiences of a person during the period after a suicide attempt. The RTGOL Project allowed for an understanding of how we might help suicidal individuals change the script, write a different story. The stories that participants shared give us some understanding of “how” to provide support at a most-needed critical juncture for people as they interact with health care providers immediately after a suicide attempt. While we cannot know the experiences of those who did not survive a suicide attempt, results of this study reinforce that just one caring professional can make a crucial difference to a person who has survived a suicide attempt. We end with where we began. Who will open the door? References 1. World Health Organization. Suicide prevention and special programmes. http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/index.html Geneva: Author; 2013.2. Giner L, Jaussent I, Olie E, et al. Violent and serious suicide attempters: One step closer to suicide? J Clin Psychiatry 2014:73(3):3191–197.3. Levi-Belz Y, Gvion Y, Horesh N, et al. Mental pain, communication difficulties, and medically serious suicide attempts: A case-control study. Arch Suicide Res 2014:18:74–87.4. Hjelmeland H and Knizek BL. Why we need qualitative research in suicidology? Suicide Life Threat Behav 2010:40(1):74–80.5. Gunnell D. A population health perspective on suicide research and prevention: What we know, what we need to know, and policy priorities. Crisis 2015:36(3):155–60.6. Fitzpatrick S. Looking beyond the qualitative and quantitative divide: Narrative, ethics and representation in suicidology. Suicidol Online 2011:2:29–37.7. Lakeman R and FitzGerald M. How people live with or get over being suicidal: A review of qualitative studies. J Adv Nurs 2008:64(2):114–26.8. Ghio L, Zanelli E, Gotelli S, et al. Involving patients who attempt suicide in suicide prevention: A focus group study. J Psychiatr Ment Health Nurs 2011:18:510–18.9. Kraft TL, Jobes DA, Lineberry TW., Conrad, A., & Kung, S. Brief report: Why suicide? Perceptions of suicidal inpatients and reflections of clinical researchers. Arch Suicide Res 2010:14(4):375-382.10. Sun F, Long A, Tsao L, et al. The healing process following a suicide attempt: Context and intervening conditions. Arch Psychiatr Nurs 2014:28:66–61.11. Montross Thomas L, Palinkas L, et al. Yearning to be heard: What veterans teach us about suicide risk and effective interventions. Crisis 2014:35(3):161–67.12. Long M, Manktelow R, and Tracey A. The healing journey: Help seeking for self-injury among a community population. Qual Health Res 2015:25(7):932–44.13. Carlen P and Bengtsson A. Suicidal patients as experienced by psychiatric nurses in inpatient care. Int J Ment Health Nurs 2007:16:257–65.14. Samuelsson M, Wiklander M, Asberg M, et al. Psychiatric care as seen by the attempted suicide patient. J Adv Nurs 2000:32(3):635–43.15. Cutcliffe JR, Stevenson C, Jackson S, et al. A modified grounded theory study of how psychiatric nurses work with suicidal people. Int J Nurs Studies 2006:43(7):791–802.16. Lakeman, R. What can qualitative research tell us about helping a person who is suicidal? Nurs Times 2010:106(33):23–26.17. Karman P, Kool N, Poslawsky I, et al. Nurses’ attitudes toward self-harm: a literature review. J Psychiatr Ment Health Nurs 2015:22:65–75.18. Carter B. ‘One expertise among many’ – working appreciatively to make miracles instead of finding problems: Using appreciative inquiry as a way of reframing research. J Res Nurs 2006:11(1): 48–63.19. Lieblich A, Tuval-Mashiach R, Zilber T. Narrative research: Reading, analysis, and interpretation. Sage Publications; 1998.20. Braun V and Clarke V. Using thematic analysis in psychology. Qual Res Psychol 2006:3(2):77–101.21. Kishi Y, Otsuka K, Akiyama K, et al. Effects of a training workshop on suicide prevention among emergency room nurses. Crisis 2014:35(5):357–61.

This paper explores the coverage of file–sharing from before the RIAA/Napster trial of 2000, drawing on interviews with journalists from the New York Times, Wired, Salon and the Los Angeles Times and on analysis of their stories and columns of opinion. It argues the file–sharing story saw “establishment” journalists unapologetically move away from long–established norms of journalism — by relying on alternative sources and by frankly including their own points of view, for example. The course of the stories these journalists produced points to the tensions that continue to mount in the new–media news landscape and to the forces that shape stories in the mainstream press. For more than a decade U.S. journalists lingered on the margins of profound questions about the limits of freedom under the rule of the market. Yet, with the emergence of the recording industry into the online music scene, journalists backed off, leaving the questions they raised unanswered and the larger issues behind the questions mostly unaddressed.

This paper is included in the First Monday Special Issue: Music and the Internet, published in July 2005. Special Issue editor David Beer asked authors to submit additional comments regarding their articles. When I wrote this essay in late 2000, mobile Internet services via mobile telephone in Japan were booming. Meanwhile, young music lovers in the United States were enjoying a frenzy of music file sharing via personal computer. My central question was this: Would these two trans-pacific trends morph into a huge global mobile music phenomenon? I predicted in my essay that digital music over mobile telephones would indeed be very big, but that due to potholes and blind corners this inevitable ride would be difficult: the big bumpy shift. Looking back five years later, for Japan the shift to mobile Internet music has been big, but for the United States it has been bumpy. The key differences are (1) Japan’s 84 million mobile Internet users; (2) Japan’s lead in mobile telephone technology; and (3) Japan’s telecoms, music labels and third party developers quickly agreed to cooperate on ring tone services. But ring tones are yesterday. The future is full-song file downloads to mobile telephones. Already in Japan, one million full-song (AAC+) files per month have been downloaded since November 2004—and that is only for KDDI, one of Japan’s three major carriers. Now that is big. The promise and rise of mobile Internet technologies and markets will be remembered as one of the most profound global information technology developments of the next few years. Mobile Internet technologies and practical applications necessary for widespread public use are advancing rapidly in Japan and are likely to catch on quickly in other countries. The remarkable adoption of mobile Internet in Japan and the popularity of digital music file sharing services such as Napster in the United States create a situation in which powerful synergies are possible between these two fundamental forces. Digital music via mobile Internet creates attractive opportunities for music artists, music consumers, entrepreneurs, and major music labels facing an uncertain future for music industry distribution practices. The realization of such opportunities depends not only on technological and business innovations, but also on the willingness among all parties involved to collaborate in equitable and valuable ways.

AbstractWith ever-increasing computational power, larger computational domains are employed and thus the data output grows as well. Writing this data to disk can become a significant part of runtime if done serially. Even if the output is done in parallel, e.g., via MPI I/O, there are many user-space parameters for tuning the performance. This paper focuses on the available parameters for the Lustre file system and the Cray MPICH implementation of MPI I/O. Experiments on the Cray XC40 Hazel Hen using a Cray Sonexion 2000 Lustre file system were conducted. In the experiments, the core count, the block size and the striping configuration were varied. Based on these parameters, heuristics for striping configuration in terms of core count and block size were determined, yielding up to a 32-fold improvement in write rate compared to the default. This corresponds to 85 GB/s of the peak bandwidth of 202.5 GB/s. The heuristics are shown to be applicable to a small test program as well as a complex application.

In this paper, we present “FabSearch,” a prototype search engine for sourcing manufacturing service providers, by making use of the product manufacturing information (PMI) contained within a 3D digital file of a part product. FabSearch is designed to take in a query 3D model, such as the .STEP file of a part model which then produces a ranked list of job shop service providers who are best suited to fabricate the part. Service providers may have potentially built hundreds to thousands of parts with associated part 3D models over time. FabSearch assumes that these service providers have shared shape signatures of the part models built previously to enable the algorithm to most effectively rank the service providers who have the most experience to build the query part model. FabSearch has two important features that helps it produce relevant results. First, it makes use of the shape characteristics of the 3D part by calculating the Spherical Harmonics signature of the part to calculate the most similar shapes built previously be job shop service providers. Second, FabSearch utilizes metadata about each part, such as material specification, tolerance requirements to help improve the search results based on the specific query model requirements. The algorithm is tested against a repository containing more than 2000 models distributed across various job shop service providers. For the first time, we show the potential for utilizing the rich information contained within a 3D part model to automate the sourcing and eventual selection of manufacturing service providers.

Since the 1950s, academic and researchers have examined artificial intelligence and the use of computers for assistance with, or automation of, data collection (Schatz & Browndyke, 2002). In the ensuing 60+ years, considerable technological growth has occurred. Perhaps most influential in the field of clinical psychology was the introduction of the personal computer in the 1980s, which allowed individuals to have computing devices in the home and/ or office. Over the past 30 years, the percentage of U.S. households with a computer has dramatically increased, from 8.2% in 1984, to 42% in 1998, to 52% in 2000, to 84% in 2013 (File & Ryan, 2014; Newburger, 2001). As of 2014, approximately 50% of households have a tablet device (such as an iPad) or an e-reader (such as a Kindle or Nook) and approximately 28% of adults age 18 and older have read an e-book in the past year (up from 17% in 2011) (Zickuhr & Rainie, 2014). However, despite widespread ownership of computing devices, in clinical practice, use of technology is not as commonplace. While the vast majority of clinical psychologists have used e-mail or Internet searches in their clinical practice, in a 2009 survey, only 47% had used computerized test administration software, 60% had used a computerized test-scoring software, and 54% had used a computerized test interpretation software (McMinn, Bearse, Heyne, Smithberg, & Erb, 2011), and only 20% (test administration), 29% (test scoring), and 22% (test interpretation) had used these technologies “fairly often” or “very often.” Even as recently as 2009, in a report of an American Psychological Association (APA) Presidential Task Force on Technology, discussion of the role of technology in the future of psychology practice was limited to the use of electronic health records (in the context of documenting service delivery and reimbursement), expanding ways for streamlining assessments and service delivery, and training psychologists to use and integrate technologies (APA, 2009).

In 1999, exchanges of digital media objects, especially files of music, came to constitute a significant portion of Internet traffic, thanks to a new set of technologies known as peer-to-peer (P2P) file-sharing systems. The networks created by software applications such as Napster and Kazaa have made it possible for millions of users to gain access to an extraordinary range of multimedia files. However, the digital product characteristics of portability and replicability have posed great challenges for businesses that have in the past controlled the markets for image and sound recordings. ‘Peer-to-peer’ is a type of network architecture in which the various nodes may communicate directly with other nodes, without having to pass messages through any central controlling node (Whinston, Parameswaran, & Susarla, 2001). The basic infrastructure of the Internet relies on this principle for fault tolerance; if any single node ceases to operate, messages can still reach their destination by rerouting through other still-functioning nodes. The Internet today consists of a complex mixture of peer-to-peer and client-server relationships, but P2P file-sharing systems operate as overlay networks (Gummadi, Saroiu, & Gribble, 2002) upon that basic Internet structure. P2P file-sharing systems are software applications which enable direct communications between nodes in the network. They share this definition with other systems used for purposes other than file sharing, such as instant messaging, distributed computing, and media streaming. What these P2P technologies have in common is the ability to leverage the combined power of many machines in a network to achieve results that are difficult or impossible for single machines to accomplish. However, such networks also open up possibilities for pooling the interests and actions of the users so that effects emerge which were not necessarily anticipated when the network technology was originally created (Castells, 2000). In a narrow sense, P2P file-sharing systems refer to applications that exchange content over computer networks where the nodes act both as client and server machines, requesting and serving files (e.g., Kazaa, BitTorrent). In a wider sense, P2P file-sharing systems also include any application that lets peer users exchange digital content among themselves (e.g., YouTube, Flickr).

With the exponential growth of the Internet and e-commerce, the need for secure transactions has become a necessity for both consumer and business. Even though there have been advances in security technology, one aspect remains constant: passwords still play a central role in system security. The difficulty with passwords is that all too often they are the easiest security mechanism to defeat. Kevin Mitnick, notably the most recognized computer hacker, made the following statement concerning humans and their passwords: …the human side of computer security is easily exploited and constantly overlooked. Companies spend millions of dollars on firewalls, encryption and secure access devices, and it’s money wasted, because none of these measures addresses the weakest link in the security chain. (Poulsen, 2000) Without secure passwords, e-commerce sites invite online criminals to attempt fraudulent schemes that mimic the goods and services that legitimate e-commerce merchants offer. With increasing numbers of users on an increasing array of e-commerce sites, often requiring the use of passwords, users often choose to reuse the same simplistic password, and do so on multiple sites (Campbell, Calvert, & Boswell, 2003). For most computerized systems, passwords are the first line of defense against hackers or intruders (Horowitz, 2001). There have been numerous published articles that have created guidelines on how to create better or safer passwords with the following recommendations: 1. passwords should be memorized and not written down; 2. passwords should be an eight- or nine-character word or phrase, and end users should randomly add 3. passwords should contain a mixture of letters (both upper- and lowercase), numbers, and punctuation characters; and 4. passwords should never be words that can be commonly found in a dictionary. But if an individual adheres to security experts’ suggestions about password authentication, it usually involves a trade-off. If a password is easy to create and remember, it is most likely that it is easy for others to guess or a hacker to crack. Eventually, any password can be cracked. Password crackers use a variety of methods and tools that can include guessing, dictionary lists, or brute force attacks. Dictionary lists are created by using an automated program that includes a text file of words that are common in a dictionary. The program repeatedly attempts to log on to the target system, using a different word from the text file on each attempt. A brute force attack is a variation of the dictionary attacks, but it is designed to determine passwords that may not be included in the text file. In a brute force attack, the attacker uses an automated program that generates hashes or encrypted values for all possible passwords and compares them to the values in the password file (Conklin, White, Cothren, Williams, & Davis, 2004). Unfortunately, many of the deficiencies of password authentication systems arise from the limitations of human cognitive ability (Pond, Podd, Bunnell, & Henderson, 2000). The requirements to remember long and complicated passwords are contrary to a well-known property of human memory. First, the capacity of human memory in its capacity to remember a sequence of items is temporally limited, with a short-term capacity of around seven items plus or minus two (Kanaley, 2001). Second, when humans remember a sequence of items, those items cannot be drawn from an arbitrary and unfamiliar range, but must be familiar “chunks” such as words or familiar symbols. Third, the human memory thrives on redundancy. In fact, studies have shown that individuals’ short-term memory will retain a password for approximately 30 seconds, thereby requiring individuals to attempt to memorize their passwords immediately (Atkinson & Shiffrin, 1968).

Abstract Many useful methods have been applied to Rapid Prototyping (RP) technologies in recent years, and each of them has its own features. To solve the problem in large-scale prototyping, a robotic machining center with layer based algorithms is developed. Using STereoLithography (STL) file, the surfaces of a model are represented by triangles. Calculating the intersection between a series of parallel planes and the STL file, a STereolithography Contour (SLC) file of the model is generated where the model is represented as a series of contours on a set of parallel planes. Instead of using the popular RP technologies, traditional Computer Numerical Controlled (CNC) machining method is applied in machining each layer of the model. With visibility calculation, the thickness of each material layer is selected. When collision is detected for a point on the tool path, the orientation of the tool is modified. With the machining of a vase model, the effectiveness of the proposed algorithm is demonstrated. Errors of the robot machining system are analyzed by a Coordinate Measuring Machine (CMM) and a surface texture measuring machine.

Abstract A method and a computer program are developed for 3-D finite element analysis of long fiber reinforced composite spur gears, in which long fibers are arranged along tooth profiles. For such a structure, the gear is composed of two regions; namely the long fiber reinforced and the chopped fiber reinforced regions. Pre and post-processing modules of the program for the finite element analysis are written in Borland Delphi Pascal 3.0®. ABAQUS® is used for finite element analysis. Main inputs for the pre-processing module of the program are, information on basic gear geometry, gear drive data, material properties and long fiber reinforcement geometry. Finite element meshes are automatically generated and mesh information with other required data are written to a file in the input-file-format of ABAQUS®. Stresses are read from the output file of ABAQUS® by the post-processing module, and color-coded drawings for various stresses and failure index are displayed. For the long fiber reinforced region, failure indexes are calculated by using the tensor polynomial failure criterion. Effects of reinforcing thickness and location of long fibers on gear strength are investigated. Stresses and failure index are calculated for different materials and fiber volume ratios.