Copyright protection for the electronic distribution of text documents

Each copy of a text document can be made different in a nearly invisible way by repositioning or modifying the appearance of different elements of text, i.e., lines, words, or characters. A unique copy can be registered with its recipient, so that subsequent unauthorized copies that are retrieved can be traced back to the original owner. In this paper we describe and compare several mechanisms for marking documents and several other mechanisms for decoding the marks after documents have been subjected to common types of distortion. The marks are intended to protect documents of limited value that are owned by individuals who would rather possess a legal than an illegal copy if they can be distinguished. We will describe attacks that remove the marks and countermeasures to those attacks. An architecture is described for distributing a large number of copies without burdening the publisher with creating and transmitting the unique documents. The architecture also allows the publisher to determine the identity of a recipient who has illegally redistributed the document, without compromising the privacy of individuals who are not operating illegally. Two experimental systems are described. One was used to distribute an issue of the IEEE JOURNAL ON SELECTED AREAS IN COMMUNICATIONS, and the second was used to mark copies of company private memoranda

Electronic marking and identification techniques to discourage document copying

Modern computer networks make it possible to distribute documents quickly and economically by electronic means rather than by conventional paper means. However, the widespread adoption of electronic distribution of copyrighted material is currently impeded by the ease of illicit copying and dissemination. In this paper we propose techniques that discourage illicit distribution by embedding each document with a unique codeword. Our encoding techniques are indiscernible by readers, yet enable us to identify the sanctioned recipient of a document by examination of a recovered document. We propose three coding methods, describe one in detail, and present experimental results showing that our identification techniques are highly reliable, even after documents have been photocopied

Sam2bam: High-Performance Framework for NGS Data Preprocessing Tools

This paper introduces a high-throughput software tool framework called {\it sam2bam} that enables users to significantly speedup pre-processing for next-generation sequencing data. The sam2bam is especially efficient on single-node multi-core large-memory systems. It can reduce the runtime of data pre-processing in marking duplicate reads on a single node system by 156-186x compared with de facto standard tools. The sam2bam consists of parallel software components that can fully utilize the multiple processors, available memory, high-bandwidth of storage, and hardware compression accelerators if available. The sam2bam provides file format conversion between well-known genome file formats, from SAM to BAM, as a basic feature. Additional features such as analyzing, filtering, and converting the input data are provided by {\it plug-in} tools, e.g., duplicate marking, which can be attached to sam2bam at runtime. We demonstrated that sam2bam could significantly reduce the runtime of NGS data pre-processing from about two hours to about one minute for a whole-exome data set on a 16-core single-node system using up to 130 GB of memory. The sam2bam could reduce the runtime for whole-genome sequencing data from about 20 hours to about nine minutes on the same system using up to 711 GB of memory

Assessment in senior secondary physical education. Questions of judgement

The ways in which various aspects of senior physical education courses should be assessed and whether some can, or indeed should be incorporated in external examinations, are matters of longstanding professional debate across Australia and internationally. Differences in current practice across Australasia reflect an ongoing lack of consensus about how assessment requirements and arrangements and particularly, examinations in senior physical education, can best address concerns to ensure validity, reliability, equity and feasibility. An issue never far from such debates is that of ‘professional judgement’ and more specifically, whether and how professional judgement does and/or should ‘come into play’ in assessment. This paper reports on research that has explored new approaches to examination assessment and marking in senior physical education, using digital technologies. It focuses specifically on the ways in which ‘professional judgement’ can be deemed to be inherent to two contrasting methods of assessment used in the project: ‘analytical standardsbased’ assessment and ‘comparative pairs’ assessment. Details of each method of assessment are presented. Data arising directly from assessors’ comments and from analysis which explored intermarker reliability for each method of assessment and compared results generated by internal teacher assessment, standards-based and comparative pairs assessment, is reported. Discussion explores whether the data arising can be seen as lending weight to arguments for (i) more faith to be placed in professional judgement and (ii) for the comparative pairs methods to be more widely employed in examination assessment in senior physical education

Dont write, just mark: the validity of assessing student ability via their computerized peer-marking of an essay rather than their creation of an essay

This paper reports on a case study that evaluates the validity of assessing students via a computerized peer-marking process, rather than on their production of an essay in a particular subject area. The study assesses the higher-order skills shown by a student in marking and providing consistent feedback on an essay. In order to evaluate the suitability of this method of assessment in judging a students ability, their results in performing this peer-marking process are correlated against their results in a number of computerized multiple-choice exercises and also the production of an essay in a cognate area of the subject being undertaken. The results overall show a correlation of the expected results in all three areas of assessment being undertaken, rated by the final grades of the students undertaking the assessment. The results produced by quantifying the quality of the marking and commenting of the students is found to map well to the overall expectations of the results produced for the cohort of students. It is also shown that the higher performing students achieve a greater improvement in their overall marks by performing the marking process than those students of a lower quality. This appears to support previous claims that awarding a 'mark for marking' rewards the demonstration of higher order skills of assessment. Finally, note is made of the impact that such an assessment method can have upon eradicating the possibility of plagiarism

Broadening the Scope and Increasing the Usefulness of Learning Analytics: The Case for Assessment Analytics

This paper argues that the role that assessment could play within a learning analytics strategy is both significant and, as yet, underdeveloped and underexplored. It proposes that assessment analytics has the potential to make a valuable contribution to the field of learning and academic analytics by both broadening its scope and increasing its usefulness. In doing so it considers issues of operationalization and then moves on to define what we might understand as assessment analytics