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Along with the development of the MSE as a semiformal addendum, relatively unstructured assessment interviews have been shaped by numerous interviewing outlines or schedules that identify topics to be covered (eg, nature and history of presenting complaint, educational and occupational history) and speci c items of information that should regularly be obtained (eg, basic demography, current medications, and history of substance use, suicidal behavior, and physical or sexual abuse) Such interview guides have long been standard topics in interviewing textbooks for mental health professionals (eg, Craig, 1989; Morrison, 1993; Othmer & Othmer, 1994) From a historical perspective, one of the most comprehensive and psychologically sensitive but frequently forgotten contributions of this kind was made by George Kelley (1905 1966), who is known primarily for developing personal construct theory and a personality assessment instrument he based on it, the Role Construct Repertory Test.

In a classic book, The Psychology of Personal Constructs, Kelley (1955) included several chapters on conducting assessment interviews that provide excellent guidance by today s standards as well as those of a half century ago Relatively Structured Formats However rich the information obtainable from unstructured interviews, and despite the exibility of an unstructured approach in adapting to unpredictable variations in how interviewees may present themselves, these formats lack suf ciently standardized procedures to ensure replicable and reliable data collection Mounting concerns that the unreliability of diagnostic interviews in clinical settings were impeding mental health research led in the 1970s to the development of the Research Diagnostic Criteria (RDC), which comprised a set of clearly speci ed descriptive behavioral criteria for assigning participants in research studies to one of several diagnostic categories (Spitzer, Endicott, & Robins, 1978).

This descriptive behavioral approach noticeably improved the interrater reliability achieved by diagnostic interviewers, and the RDC format, including many of its speci c criteria, was subsequently incorporated into the Diagnostic and Statistical Manual (DSM) of the American Psychiatric Associations, beginning with DSM-II in 1980 and extending to the present DSM-IV-TR (American Psychiatric Association, 2000) The RDC criteria also lent themselves well to formulating questions to be asked in diagnostic interviews, and they soon gave rise to a new genre of assessment methods, a relatively structured interview that consists entirely or in large part of speci c items of inquiry Simultaneously with the publication of the RDC criteria, Endicott and Spitzer (1978) introduced the best known and most frequently used instrument of this.

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Install the software and con gure the card: Sometimes Windows detects and con gures a wireless card without asking for additional software, but it is always a good idea to follow the instructions provided by the card s manufacturer and install the special software that came with the card. Typically this software includes updates and utilities that make the installation easier and enhance the card s performance. For more information on installing this software and con guring a wireless card, see 5.

The NSFnet was basically a mirror image of the ARPAnet, and they were running in parallel. Regional networks based on the TCP/IP protocol were interconnected via NSFnet, which had connections to the ARPAnet. More connections were being made through NSFnet because it was higher speed, easier to hook into, and less expensive. It was determined that the original network, the ARPAnet, should be shut down. Sites on the ARPAnet found new homes within the regional networks or as regional networks. NSFnet provided the backbone for interconnection of these regional networks. Origins (continued) Today, any company can build a backbone based on TCP/IP. Connections to other backbones are provided through peering points known as Network Access Points (NAPs). Internet Service Providers allow for anyone to connect to the Internet through Points of Presence (POPs). Essentially, a location in any city that can accept a phone call from a user s modem. The line is then connected to a network that provides access to the Internet. Running TCP/IP does not require access to the Internet.

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HISTORICAL NOTES The idea of mutual information and its relationship to channel capacity was developed by Shannon in his original paper [472]. In this paper, he stated the channel capacity theorem and outlined the proof using typical sequences in an argument similar to the one described here. The rst rigorous proof was due to Feinstein [205], who used a painstaking cookiecutting argument to nd the number of codewords that can be sent with a low probability of error. A simpler proof using a random coding exponent was developed by Gallager [224]. Our proof is based on Cover [121] and on Forney s unpublished course notes [216]. The converse was proved by Fano [201], who used the inequality bearing his name. The strong converse was rst proved by Wolfowitz [565], using techniques that are closely related to typical sequences. An iterative algorithm to calculate the channel capacity was developed independently by Arimoto [25] and Blahut [65].