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With the advent of ever more intense and focused X-ray sources, including in laboratories, at synchrotrons, and at X-ray free electron lasers, radiation-induced sample change and damage are becoming increasingly challenging. Therefore, the exploration of possible mitigation strategies is crucial to continue to allow the collection of robust and repeatable data. One mitigation approach is the introduction of short, X-ray-free ``dark'' periods. However, it is unclear whether this strategy minimises damage or, in actuality, promotes it through a phenomenon called ``dark progression'', i.e. the increase or progression of radiation damage that occurs after the X-ray beam is turned off. This work discusses the influence of introducing dark periods and their duration on the radiation-induced changes in two model small-molecule catalysts, [Ir(COD)Cl]$_2$ and [Rh(COD)Cl]$_2$, exposed to X-ray radiation in powder diffraction (PXRD) and photoelectron spectroscopy (XPS) experiments. This provides, for the first time, insights into how damage progresses under varying radiation regimes and allows the distinction between the processes that affect the unit cell itself, the individual molecular units, and the respective atomic chemical environments. Furthermore, it provides the basis for informed decision-making in the design of future experiments where the need to minimise radiation-induced damage is crucial.

The purpose of this paper is to shed light on the developmental stages of academic publication collaborations through both research on the collaborative process itself, as well as through analysis of the discovery process. Using the qualitative software package, NUD*IST, the teleconferencing system, FirstClass, and standard e-mail, the study discovered methods which enhanced both the conceptual development and writing process of co-authored academic research for publication. Working collaboratively online offered the authors great flexibility and focus in the production of a co-authored research based paper. The following elements were critical to the project's success: conferencing system with an internal real-time chat function; conferencing system with an e-mail element for transfer/archiving data; system to code differences in text versions and edits; method to concurrently code and merge data for analysis; flexible time to meet online to stay on track; and trust and respect in the partner's abilities. With the exception of the technological interface that such an endeavor demands, the same or similar elements emerged as would be found in the traditional "presenced" collaborative environment. The most significant missing element was the distractions that can result from tangential and casual conversations. (AEF)

This paper explores the ways in which the perception of a real-time classroom exchange serves as the conduit to a grander socially constructed conflict through the mediation of an asynchronous online listserve. The sample of 25 listserve messages was selected from a class of 191 undergraduate students in the lecture section of an introductory computer technology class. During the course of the class, a visiting colleague frequently interjected comments and information from the back of the lecture hall, interrupting the flow of the lecturer's presentation. The students did not comment on this during the lecture, but used the listserve to voice their ideas and concerns about the interruption. Selected e-mail messages from the students are reproduced and analyzed in this paper. Findings indicate that in the absence of mediation by the central characters being discussed, the discourse elements of declaration, hedging, and flaming, in the construction of this online conflict, emerged as the primary engines that propelled the conflict forward, and finally to its resolution. The attributes of restatement, set-up, transition, and attack emerged as the salient features used by students as they constructed a conflict reality that was quite different in the virtual space of communication than it was in the physical classroom. Includes a list of forms of hedging. (AEF)