Artykuły w czasopismach na temat „Dewdney”

Little Excavator, a recent publication by Anna Dewdney, is a delightful picture book for young children and perfect for a musical shared book experience in a group setting for preschool and first-grade children. In this article, connections between music learning and the typical shared book experience are outlined. Musical ways to share the book and extension activities for pitch and rhythm concepts are provided. The author includes alignments to National Core Music Standards as well as English Language Common Core Standards for music and reading teachers.

Abstract In a recent paper, Englert et al. reject Bohm's reinterpretation of quantum mechanics as "surrealistic." Responses to this by Dewdney et al. and Durr et al. have generally missed the point of this somewhat strange characterization of the interpretation. In this paper I explain the experiment which is supposed to illustrate the surrealism. I argue that what is really being objected to is the non-locality of the interpretation. While this is an undesirable feature of Bohm's interpretation, it is not a feature of which the standard interpretation gives a more satisfactory account.

Atomic hydrogen regions have been observed in λ21-cm emission around a number of galactic HII regions in various stages of evolution (Roger & Pedlar, 1981; Dewdney & Roger, 1982; Roger & Irwin, 1982). These HI zones are almost certainly formed by the dissociation of H2 with Lyman-Werner band photons in the UV from the exciting stars. We describe some results of the computer modelling of the advancement of dissociation fronts with time as functions of various parameters, principally stellar type and ambient gas density. The modelling has shown that for most conditions a substantial HI zone is formed fairly rapidly around a new star. When the dissociation front moves out to a distance where absorbing molecules are predominantly in the ground vibrational state, further advancement of the front is much slower.

e14088 Background: The EXPERT-C trial randomised 165 patients into neoadjuvant CAPOX and CRT ± cetuximab and demonstrated a significant increase in radiological response (RR) and overall survival (OS) with cetuximab in KRAS/BRAF wild type (WT) rectal cancer (Dewdney et al JCO in press). TP53 mutation has been associated with worse CRT response and survival in rectal cancer and could lead to stimulation of PI3K signalling pathway, thus potential resistance to cetuximab. This analysis evaluates the impact of TP53 mutation in the EXPERT-C trial. Methods: FFPE tissue from biopsy (n=102) and resection specimens (n=99) were analysed for TP53 mutations (exons 5-8) using a multiplex PCR method followed by direct sequencing. If discordant results were encountered on paired biopsy and resection samples, analyses were repeated. Results: 53/102 (52%) biopsy and 24/99 (24%) resection samples harboured TP53 mutation, most commonly missense in exons 5 and 7. The vast majority had single TP53 mutations, only 4/53 biopsy and 1/24 resection samples had 2 mutations. 21/55 (38%) paired samples demonstrated discordant TP53 mutation status. In both all-treated and KRAS WT populations, presence of TP53 mutation had no impact on RR to neoadjuvant chemotherapy or CRT, regardless of treatment arm. A trend towards worse progression-free (PFS) (HR: 2.68; 95% CI: 0.85 - 8.43; p=0.08) and OS (HR: 4.04; 95% CI: 0.86 - 19.11; p=0.056) was observed in patients with TP53 mutation when treated with cetuximab, independent of the KRAS status. Conclusions: TP53 mutations were common in high-risk rectal cancer patients, the lower mutation rate in the resection samples was potentially due to lower tumour volume post CRT. The presence of a TP53 mutation at baseline had no impact on RR to treatment, however a trend towards worse PFS and OS was observed with the addition of cetuximab, consistent with the perceived biology.

Inspired by Dewdney's article “A Tour of the Mandelbrot Set aboard the Mandelbus” in Scientific American (1989), we developed materials to add to our existing complex-number units, which introduce students to the wonderful Mandelbrot set. This article describes these materials and how they have been used in second-year-algebra and precalculus classes.

A Review of: Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295. Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment. Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007). Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States. Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region. Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed. Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction. Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study. Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity. Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau). Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews. Principle 1: Information needs arise from the help-seeker’s situation. The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs. Principle 2: The decision to seek help or not seek help is affected by many factors. Principle 3: People tend to seek information that is most accessible. Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the students themselves had almost no power. Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves. Principle 5: Information seekers expect emotional support. The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students. Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns. Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.

The purpose of this study is to answer the question of whether the promotion carried out by the Dewdew Collection Gallery is effective in making consumers decide to buy their products. This type of research is quantitative descriptive using cross sectional data that occurred in July 2019. Based on the results of research from 35 respondents samples of consumers with affordable populations, using the Guttman scale and KR 20, obtained information that the Attention dimension of 0.82 which means, promotion can attract attention. Interest dimension of 0.95 which means that promotion can arouse consumer interest to buy. The dimension of the Desire is 0.64. Even though it is not too big, it can be categorized as being able to bring up the desire of consumers to buy. And the Action dimension of 0.79 which means that the promotion has been able to move the consumer's decision to buy. The final result of an average of 4 dimensions of AIDA of 0.8, which means that the promotion carried out by the Dewdew Collection Gallery through online social media as a whole is effective.

Owing to recent taxonomic changes to the Nannoniscidae Hansen, the concepts of the taxa within the family require clarification. Specimens of Nannoniscus oblongus Sars, putatively those examined by G.O. Sars, and specimens from Hjeltefjord, Norway were illustrated to clarify the concept of the type genus of the Nannoniscidae. Specimens used by Siebenaller and Hessler (1981) and several other recently-described taxa were evaluated. Standard views are argued to provide more consistent illustrations of morphology. The somite articulations of the posterior body were found to be variable and often inaccurately illustrated feature in nannoniscid taxonomy; this character complex is therefore unreliable for taxonomic concepts in the family. In replacement, new characters that distinguish this family from the Desmosomatidae Sars are described. These include the proximal segmentation of the antennal flagellum, a subdistal dorsal tooth on the left mandible incisor process and ventral pereonal insertions of the coxae. The composition and classification of the family is adjusted using this new information. Subfamilies recently proposed for the Nannoniscidae by George (2001) based on somite articulations are rejected. Diagnoses of several genera, including Saetoniscus Brandt, were reconsidered using this new information. This latter genus is found to be indistinguishable from Nannoniscus Sars and is placed in junior synonymy. A new diagnosis and a new key to the genera of the Nannoniscidae use the new character information, omitting somite articulations as a primary descriptor. New diagnoses for Nannoniscus Sars and Nannonisconus Schultz, and revised compositions for these genera are proposed. Nannoniscus intermedius Siebenaller & Hessler is transferred to Nannonisconus. Rapaniscus Siebenaller & Hessler is diagnosed and pereopods I–II of its type species, R. dewdneyi are illustrated.

Dewdney, Anna. Llama Llama Gram and Grandpa. New York, NY: Viking, 2015. PrintThis is one of a series of Llama Llama books by author/illustrator Anna Dewdney. In this volume, Llama Llama is staying away from home for the first night. The rhymed story takes him from packing at home to being left at his grandparents and unpacking. It is there that he discovers that his “fuzzy llama” is missing. At bedtime he has a meltdown where “Llama’s lips begin to quiver./ Llama starts to shake and shiver./ Llama needs Fuzzy near,/but FUZZY LLAMA ISN’T HERE!”. Grandpa Llama produces his own childhood toy and all is well. The text works well as a read-aloud for the age 3-5 intended audience. While all of the creatures in the book are llamas, they are fully anthropomorphized. The llamas drive cars, eat at a table with cutlery and grow carrots in a garden. They are essentially people who look like llamas. As a result young children will easily identify with the little llama missing his “fuzzy”. Dewdney’s artwork is excellent. The colours are bright and the characters engaging. In addition to the very human facial expressions, Dewdney uses the llama’s ears to show emotion – up and perky when happy or excited, droopy when sad or lonely.This would be a good book to read with a child who is anxious about staying away from home. It provides a starting point for talking with children about separation anxiety, though distress that Llama Llama feels is more related to his missing toy than about being away from his mother. This book is highly recommended for public libraries, elementary schools and day cares.Highly recommended: 4 stars out of 4Reviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

This document is a two-page illustrated identification sheet for citrus canker symptoms that appear in citrus nurseries. Written by Timothy D. Riley, Megan M. Dewdney, and Jamie D. Burrow, and published by the UF Department of Plant Pathology, April 2013. http://edis.ifas.ufl.edu/pp304

Huanglongbing (HLB), commonly known as citrus greening, is a bacterial disease that affects all citrus varieties. This two-page fact sheet describes the leaf and fruit symptoms of HLB. Written by Jamie D. Burrow and Megan M. Dewdney and published by the Department of Plant Pathology. http://edis.ifas.ufl.edu/pp327

This is a two-page illustrated identification sheet for citrus canker symptoms that appear in citrus nurseries. Written by Timothy D. Riley, Megan M. Dewdney, and Jamie D. Burrow, and published by the UF Department of Plant Pathology, May 2013. [English version: PP304/PP304: Citrus Canker Symptoms on Nursery Trees] http://edis.ifas.ufl.edu/pp307

Citrus canker is a non-systemic bacterial disease that affects citrus trees in both the citrus nursery and in commercial plantings. This poster is designed to assist citrus nursery workers in the identification of citrus canker. This one-page document was written by Jamie Burrow, Megan Dewdney, Ajia Paolillo, and Tim Riley and published by the UF/IFAS Plant Pathology Department. http://edis.ifas.ufl.edu/pp346

Huanglongbing (HLB) is a bacterial disease that is spread by an insect, the Asian citrus psyllid. This two-page fact sheet, which is best viewed as a PDF, http://edis.ifas.ufl.edu/pdffiles/PP/PP32800.pdf, explains how to tell the difference between HLB symptoms and symptoms from nutrient deficiencies. Written by T. Vashisth, M.M. Dewdney, and J.D. Burrow and published by the Plant Pathology Department. http://edis.ifas.ufl.edu/pp328

El cancro cítrico es una enfermedad introducida en Florida y es muy perjudicial económicamente para la industria comercial. La enfermedad no está presente en todas las regiones tropicales y subtropicales productoras de cítricos donde el cancro cítrico puede ser problemático, por lo tanto, las restricciones para exportar fruta con cancro cítrico son muy estrictas. Esta enfermedad también concierne a los propietarios, no solo por sus efectos en la industria económica, sino también porque es altamente contagiosa y la mayoría de la fruta contagiada en un árbol muy afectado se cae de éste prematuramente. This 4-page fact sheet was written by M. M. Dewdney, P. D. Roberts, J. H. Graham, K. R. Chung, and M. Zekri, and published by the UF Department of Plant Pathology, January 2013. http://edis.ifas.ufl.edu/pp298

A sequence of nonnegative integers is $k$-graphic if it is the degree sequence of a $k$-uniform hypergraph. The only known characterization of $k$-graphic sequences is due to Dewdney in 1975. As this characterization does not yield an efficient algorithm, it is a fundamental open question to determine a more practical characterization. While several necessary conditions appear in the literature, there are few conditions that imply a sequence is $k$-graphic. In light of this, we present sharp sufficient conditions for $k$-graphicality based on a sequence's length and degree sum.Kocay and Li gave a family of edge exchanges (an extension of 2-switches) that could be used to transform one realization of a 3-graphic sequence into any other realization. We extend their result to $k$-graphic sequences for all $k \geq 3$. Finally we give several applications of edge exchanges in hypergraphs, including generalizing a result of Busch et al. on packing graphic sequences.

Following the deep-seated analogy between biological and computer parasites, it is surely inconceivable that anyone would want to deliberately infect a computer. It’s a bad idea, right? Well, not necessarily. It seems that the University of Calgary (UoC) want to challenge the received wisdom of security experts—a judgment, which determines that there is no such thing as a good virus. The UoC wants to encourage their students to write and test malevolent viruses. Still following the biological analogy, Dr John Aycock, the academic who runs the program at UoC, likens the approach to ‘what medical researchers do to combat the latest biological viruses such as Sars’. He argues that ‘before you can develop a cure, you have to understand what the virus is and how it spreads and what motivates those who write malicious software’ (Fried). The reaction from security experts is not surprisingly one of dismay—for them, all viruses are bad. Nonetheless, it is Dr. Aycock’s provocation that may provide a much-needed alternative solution to one of the biggest problems facing the network society. As many affiliates of this composite society are increasingly discovering, the network is a present day communication paradox. It is a vast, fast, and efficient logic machine, but simultaneously it provides the perfect medium for viral contagion. Moreover, despite the efforts of a billion dollar anti-virus industry, current reactive solutions are clearly not working. A report in the UK (DTI) concludes that despite the considerable uptake of anti-virus software—93% of UK companies have anti-virus software—70% of all security breaches are from viral-like programs. (The DTI report claims that ‘two-thirds of organisations that had any security incident said that a virus infection was their worst one’. In comparison, a 1991 Gallup survey [in Louw and Duffy] showed that of 500 of the UK’s largest businesses 24% had experienced a viral attack.) Viruses, it seems, are progressively more capable of ‘bypassing traditional anti-virus software and targeting vulnerabilities’. However, Dr Aycock argues that academics should not bury their heads in the sand. They should openly recognise that ‘reacting to the virus is simply not working’ and instead support pro-active research into the creation of computer viruses. Within the bad idea itself there maybe a good solution. Naturally, the experts are outraged by what they perceive as an incursion beyond the ethical norms of the computer world. These recent events are part of an ongoing good virus/bad virus debate. Network controllers have long argued for the ethical containment of viral code. Unlocking the secrets of the virus writer is, according to the anti-virus community, a bad idea. In the early 1980s, when Fred Cohen began experimenting with self-replicating code as part of his PhD, he experienced the moral indignation of the computer community. Cohen’s viral research at the University of Southern California (USC) referenced von Neumann’s seminal work on cellular automata (1948) and the Darwinian computer games played out in the Bell Labs in the 1950s and 1960s (Dewdney). Cohen was working on a similar, but simplified, idea, a ‘program’ that could insert itself into other programs and assume control of them. In doing so, he quickly realised the potential problem of the computer virus. I’d been working on computer security for a long time – I knew how systems worked, and how different attacks worked… But it came over me. Anyone who writes one of these things would have something that could replicate everywhere (Spiller 172). After seeing the results of his experiments, network controllers at USC banned him from repeating any similar exercises. Moreover, after completing his thesis in 1985, he could not get it published in a journal until 1987 (Spiller 176; it was finally published in the journal Computers and Security), and suffered a ‘virtual lockout’ in the funding of further research. Cohen later refers to the ‘apparent fear reaction’ as a result of trying to solve technical problems with policy solutions. At the time, Cohen used the same biological analogy as Dr. Aycock to defend his research into computer viruses. The benefits of biological research on the quality of life is indisputable, and the benefits of computer virus research may some day pay off in the quality of our information systems, and by extension, our well being. (Cohen in Trends in Computer Virus Research) In the early 1990s, the network seemed to be a more open-minded society. Cohen was able to consider computer viruses in terms of the legitimacy of friendly contagion. The so-called benevolent virus appeared in his book A Short Course on Computer Viruses (Cohen 15). It was conceived of as a viral alternative to Turing logic. At the same time, physicist Mark Ludwig, driven by his desire to make technical information about computer viruses freely available, published the Black Book of Computer Viruses. Wired Magazine championed Ludwig’s ‘gruellingly meticulous analyses of viral performance and technique’ (Dibbell). In 1995, Tom Ray, a biologist turned computer programmer, created the viral-like Tierra program, an evolutionary race between digital hosts and parasites. Ray proposed that Tierra should exist in ‘a very large, complex and inter-connected region of cyberspace… inoculated with digital organisms, which will be allowed to evolve freely through natural selection’ (Ray)—ironically, something similar to what we are currently experiencing. In the early days, viral researchers were prompted to defend their work. In an interview in the virus webzine Alive in 1994, Cohen argued that a ‘symbol sequences without any known malicious side effects’ could not be considered as a bad idea. Ludwig contended that people were ‘brainwashed into believing that virus = bad…’ (Dibbell). However, more foreboding voices soon joined the debate. Spafford warned that while there is legitimate ‘scientific interest’ in viruses as a ‘means of modelling life’ and developing epidemiological defences, fellow researches should heed the dangers of further experimentation. True viruses are inherently unethical. For Spafford, the idea of a ‘good virus’ is an oxymoron. Following the exponential growth in malicious attacks in the mid-1990s, the idea of a good virus drifted considerably from the centre to the margins of the network society. In 1996, the IBM anti-virus researcher Sarah Gordon criticised Ludwig for elevating the status of the computer virus from the digital equivalent of a can of spray paint. With estimated costs to the worldwide Information Technolgy industry of $13 billion in 2001 (Pipkin 41) and the destructive force of a single worm costing tens of millions of dollars, not surprisingly the word ‘virus’ has developed a negative connotation. Even Cohen has realised that any acceptance of the benevolent virus would require considerable linguistic embellishment. Try ‘intelligent agents’, ‘artificial life’, ‘adaptive distributed networks’, and similar names and you will be far more successful. (Fed Cohen’s response to email questions posed by the author in June 2002) Within this heated climate, it was highly probable that Dr Aycock would stand accused of peddling a bad idea. Graham Cluley, a consultant for Sophos, rhetorically questions UoC’s ethics by asking, ‘should we teach kids how to break into cars if they’re interested in becoming a policeman one day?’ (Kelly). The anti-virus experts argue that by teaching how to ‘attack and destroy’ rather than ‘prevention, protection, and cure’, UoC will simply encourage the widespread contagion of the bad idea. However, UoC questions the naivety of this expert opinion. They argue that any ‘reasonably intelligent individual’ can access this information without attending university for four years. They claim it is ‘dangerous to think that virus writers can be stopped without a better understanding of how they operate.’ Maybe UoC are doing what academia does best. They are considering the virus in a new and unfamiliar light, clearing away ethical baggage, and crossing the moral boundaries of the network society. Deep-seated as it is, the analogy only goes so far. The network and the virus writer have developed their own biology, which is both technologically and culturally shaped. The search for a viral cure has to move away from the reactionary dissection of existing viral anatomies. Researchers need to look towards a pro-active engineering model that incorporates the complex human-computer assemblage. As one maverick expert suggests: Tomorrow’s experts need to learn to think beyond and develop better applications and operating systems that proactively block potential attack vectors rather than waiting to be attacked and then responding (a ‘security expert’ discussing the UoC programme in http://www.tla.ch/TLA/NEWS/2004sec/20040914Writting-Viruses.htm, 14 Sep. 2004) While many other types of furtive program, like ‘bots’, ‘crawlers’, and ‘spiders’ legitimately creep behind our screens, the virus is seen as a digital pariah. Whether or not the viral algorithm is benevolent or malevolent doesn’t seem to matter any more. The vast majority of the network society regards it as a bad idea. Nevertheless, Dr Aycock’s experiment with both the cultural and technological elements could produce a pro-active immunisation program. Whatever the conclusion, he should be applauded for attempting to carry out this experiment while beleaguered by so many experts who decide to judge innovation in terms of rigid moral outcomes. References Cohen, F. A Short Course on Computer Viruses. 2nd ed. John Wiley & Sons, 1994. Cohen, F. “Friendly Contagion: Harnessing the Subtle Power of Computer Viruses.” The Sciences Sept/Oct (1991): 22–8. Cohen, F. “The Legend: An Interview.” Alive 1.1 (April-July 1994). Dec. 2004 http://www.virusview.net/info/virus/j&a/alive11.html>. Cohen, F. Trends in Computer Virus Research. Pittsburgh: ASP Press, 1991. Dec. 2004 http://vx.netlux.org/lib/afc06.html>. Department of Trade and Industry. “Technical Report.” Information Security Breaches Survey (2004). PriceWaterhouseCoopers. Dec. 2004 http://www.security-survey.gov.uk>. Dewdney, AK. “Computer Recreations: In the Game Called Core War Hostile Programs Engage in a Battle of Bits.” Scientific American 250.5 (1984): 14-22. Dibbell, J. “Viruses Are Good for You: Spawn of the Devil, Computer Viruses May Help Us Realize the Full Potential of the Net.” Wired Magazine 3.02 (Feb 1995). Dec. 2004 http://www.wired.com/wired/archive/3.02/viruses.html> Fried, I. “Learn Virus Writing Skills in Canada”. ZDNet UK News 28 May 2003. Dec. 2004 http://news.zdnet.co.uk/internet/0,39020369,2135325,00.htm>. Gordon, S. The Generic Virus Writer II. IBM Research, 1996. Dec. 2004 http://www.research.ibm.com>. (Paper first presented at the 6th International Virus Bulletin Conference, Brighton, UK, September 1996.) Ludwig, M. The Little Black Book of Computer Viruses. American Eagle Publications, 1991. http://vx.netlux.org/lib/vml00.html>. Pipkin, D. Halting the Hacker: A Practical Guide to Computer Security. New Jersey: Pearson Education, 2003. Ray, T. A Proposal to Create Two Biodiversity Reserves: One Digital and One Organic: Technical Report. Tierra Homepage, 1995. Dec. 2004 http://www.his.atr.jp/~ray/tierra/>. Spafford, E. “Computer Viruses: A Form of Artificial Life?” Artificial Life II, Studies in the Sciences of Complexity. Ed. C. Langton. Addison-Wesley, 1991: vol. XII 727-47. Spiller, N., ed. Cyber_Reader: Critical Writings for the Digital Era. London: Phaidon, 2002. Citation reference for this article MLA Style Sampson, Tony. "Dr Aycock's Bad Idea: Is the Good Use of Computer Viruses Still a Bad Idea?." M/C Journal 8.1 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0502/02-sampson.php>. APA Style Sampson, T. (Feb. 2005) "Dr Aycock's Bad Idea: Is the Good Use of Computer Viruses Still a Bad Idea?," M/C Journal, 8(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0502/02-sampson.php>.