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Digitizing of the electrical power grid promotes the advantages of efficient energy management alongside the possibilities of major vulnerabilities. A typical inadequacy that needs critical attention to ensure the seamless operation of the smart grid system remains in the data transmission between consumer premises smart devices and the utility centres. Many researches aim at establishing security protocols to ensure secure and efficient energy management resulting in perfect demand–supply balance.

In this paper, the authentication of the smart meter data has been proposed with enhanced Rivest–Shamir–Adleman (RSA) key encryption using an efficient way of generating large prime numbers. The trapdoor one-way function applied in the RSA algorithm makes it almost impossible for the reverse engineering attempts of cracking the key pair.

The algorithm for generating prime numbers has been tested both with the convention method and with the enhanced method of including a low-level primality test with a first few hundred primes. The combination of low-level and high-level primality tests shows an improvement in execution time of the algorithm.

There is a considerable improvement in the time complexities when using the combination method. This efficient generation of prime numbers can be successfully applied to the smart meter systems, thereby increasing the strength and speed of the key encryption.

The purpose of this study is to compare perceptions of male cisgender and male transgender stalking perpetrators. There present study compared participants’ perceptions of whether behaviour constituted stalking, posed a threat, had a risk of violence and required police intervention when the perpetrator was transgender or cisgender. The present study also sought to replicate the prior-relationship misconception in stalking literature and to investigate whether perceptions of transgender perpetrators changed based on the age and gender of the perceiver.

Participants read vignettes outlining the relationship between victim and perpetrator as well as a description of the stalking behaviours. Participants then reported their perceptions of the four dependent variables on Likert-type scales.

The prior-relationship misconception was replicated. There were no significant differences in perceptions of transgender and cisgender perpetrators across the four dependent variables. There were also no significant differences in perceptions based on the gender of the perceiver. Contrary to expectations, older participants perceived transgender perpetrators as less threatening than younger participants.

The prior-relationship misconception is robust to gender identity of the perpetrator. The participants in the present study seemed to make judgements based on stalking behaviour and not the gender identity of the perpetrator. Future research should replicate this study with more severe stalking behaviours and with greater variation in gender identity.

To the best of the authors’ knowledge, this study is the first to compare perceptions of cisgender and transgender males in the context of stalking perpetration. There is also consideration of how the demographics of the perceiver could impact these perceptions. This study also contributes to research on the prior-relationship misconception by demonstrating that the misconception is robust to gender identification of the perpetrator.

After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions.

The author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to move beyond the value-laden dichotomy between monologic and dialogic discussion, and to better understand what teachers are doing.

The majority of class sessions were classified as convergent-active but teachers used a variety of discussions. In particular, teachers were concerned about control, so they used three techniques to keep procedural control as follows: taking over the discussion, creating specific procedures and using the Initiation-Response-Evaluation format in different ways.

Instead of focusing on a dichotomy this method of analysis opens up the possibility for labeling different kinds of dialogic instruction, like the teacher-as-conductor form of convergent-active discussions. This can help teachers understand that addressivity and purpose matter as they create their discussions but also that various forms of discussion are necessary in the classroom. Incorporating dialogic instruction has been difficult for teachers; this method can help describe what they are doing while not devaluing the kinds of discussion that are taking place.

The decision of whether or not to start a new business is a question pondered by many people and something that about .004% of the U.S. population decides to do every month (Kauffman Foundation, 2005). This decision becomes more complicated with the involvement of family members. One would be hard pressed to find any business enterprise without some sort of family influence and involvement at some point in the start-up or ongoing operations of the business. While most entrepreneurship research points to legal, environmental, regulatory, technological, or demographic changes as triggers that spur individuals into action, the role of family influence in new business founding is often overshadowed or not addressed at all (Aldrich & Cliff, 2003).

Published below are the course reading list and student notes taken by F. Taylor Ostrander in Frank H. Knight’s course, Current Tendencies, Economics 303, at the University of Chicago during Winter term of the 1933–1934 academic year. The reading list is surprisingly casual and uneven in detail among items. The notes are assumed, as usual in these volumes, to be a reasonably accurate summary account of what Knight said.

Individuals adopt differing perceptions of entrepreneurial types, including small businesses, scalable businesses and social businesses. This study aims to suggest that individuals' entrepreneurial personal theory (EPT: learning from experiences that informs how an individual conceptualizes entrepreneurship) influences entrepreneurial intent, and that sensemaking facilitates this process such that those with a clearer understanding of different entrepreneurship paths are more likely to pursue opportunities.

This study theorizes and empirically tests whether EPT affects an individual's intent to start a small business, a scalable business or a social enterprise and how gender moderates the relationship between EPT and entrepreneurial intent. Primary survey data were collected from undergraduate business students and working adults.

The results indicate that EPTs characterized by small business, scalable business and social entrepreneurship have a positive association with entrepreneurial intentions. However, gender interaction effects showed that for women, an EPT characterized as small business has a weaker relationship with entrepreneurial intent, whereas an EPT characterized as social entrepreneurship has a stronger relationship with entrepreneurial intent. The notions that gender directly affects personal conceptions of entrepreneurship and that women may have not been exposed to all facets of entrepreneurship are addressed.

Other variables not included in this study could also influence the relationship between how the type of entrepreneurship may shape entrepreneurial intent and how such relationship may be influenced by gender. Implications for entrepreneurship education and curriculum development are presented.

Integrating the EPT and sensemaking to uncover gender differences in the development of entrepreneurial intentions is a novel theoretical discussion.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This research aimed to explore individuals with intellectual disabilities (ID) experiences of the therapeutic relationship.

Six individuals with ID were recruited who were currently having 1:1 therapy. Semi-structured interviews focused on their experiences of the therapeutic relationship.

Using interpretative phenomenological analysis, six personal experiential themes were identified. These were labelled as a person-centred experience, the importance of adaptions, “I feel like I know you”, a secure base is offered, change does occur and an overlap of subjective experience. The results indicate that participants’ accounts of their experiences indicated that the relationship was important to them. This research also demonstrated that the benefits and value of involving individuals with ID in qualitative research.

To the best of the authors’ knowledge, exploring the therapeutic relationship from the perspective of individuals with ID has not been previously explored in the literature. This research highlights considerations for therapists working with this population to help them facilitate positive therapeutic outcomes.