Individual Tariffs for Mobile Communication Services

This paper introduces a conceptual framework and a computational model for individual tariffs for mobile communication services. The purpose is to provide guidance for implementation by communication service suppliers or user groups alike. The paper first examines the sociological and economic incentives for personalized services and individual tariffs. Then it introduces a framework for individual tariffs which is centered on user and supplier behaviours. The user, instead of being fully rational, has "bounded rationality" and his behaviours are subject to economic constraints and influenced by social needs. The supplier can belong to different types of entities such as firms and communities; each has his own goals which lead to different behaviors. Individual tariffs are decided through interactions between the user and the supplier and can be analyzed in a structured way using game theory. A numerical case in mobile music training is developed to illustrate the concepts.risks;mobile communication services;Individual tariffs;computational games

Gaming security by obscurity

Shannon sought security against the attacker with unlimited computational powers: *if an information source conveys some information, then Shannon's attacker will surely extract that information*. Diffie and Hellman refined Shannon's attacker model by taking into account the fact that the real attackers are computationally limited. This idea became one of the greatest new paradigms in computer science, and led to modern cryptography. Shannon also sought security against the attacker with unlimited logical and observational powers, expressed through the maxim that "the enemy knows the system". This view is still endorsed in cryptography. The popular formulation, going back to Kerckhoffs, is that "there is no security by obscurity", meaning that the algorithms cannot be kept obscured from the attacker, and that security should only rely upon the secret keys. In fact, modern cryptography goes even further than Shannon or Kerckhoffs in tacitly assuming that *if there is an algorithm that can break the system, then the attacker will surely find that algorithm*. The attacker is not viewed as an omnipotent computer any more, but he is still construed as an omnipotent programmer. So the Diffie-Hellman step from unlimited to limited computational powers has not been extended into a step from unlimited to limited logical or programming powers. Is the assumption that all feasible algorithms will eventually be discovered and implemented really different from the assumption that everything that is computable will eventually be computed? The present paper explores some ways to refine the current models of the attacker, and of the defender, by taking into account their limited logical and programming powers. If the adaptive attacker actively queries the system to seek out its vulnerabilities, can the system gain some security by actively learning attacker's methods, and adapting to them?Comment: 15 pages, 9 figures, 2 tables; final version appeared in the Proceedings of New Security Paradigms Workshop 2011 (ACM 2011); typos correcte

Ms Pac-Man versus Ghost Team CEC 2011 competition

Games provide an ideal test bed for computational intelligence and significant progress has been made in recent years, most notably in games such as Go, where the level of play is now competitive with expert human play on smaller boards. Recently, a significantly more complex class of games has received increasing attention: real-time video games. These games pose many new challenges, including strict time constraints, simultaneous moves and open-endedness. Unlike in traditional board games, computational play is generally unable to compete with human players. One driving force in improving the overall performance of artificial intelligence players are game competitions where practitioners may evaluate and compare their methods against those submitted by others and possibly human players as well. In this paper we introduce a new competition based on the popular arcade video game Ms Pac-Man: Ms Pac-Man versus Ghost Team. The competition, to be held at the Congress on Evolutionary Computation 2011 for the first time, allows participants to develop controllers for either the Ms Pac-Man agent or for the Ghost Team and unlike previous Ms Pac-Man competitions that relied on screen capture, the players now interface directly with the game engine. In this paper we introduce the competition, including a review of previous work as well as a discussion of several aspects regarding the setting up of the game competition itself. © 2011 IEEE

A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications

This Innovative Practice Full Paper presents our methodology and tools for introducing competition in the electrical engineering curriculum to accelerate education and innovation in wireless communications. Software radio or software-defined radio (SDR) enables wireless technology, systems and standards education where the student acts as the radio developer or engineer. This is still a huge endeavor because of the complexity of current wireless systems and the diverse student backgrounds. We suggest creating a competition among student teams to potentiate creativity while leveraging the SDR development methodology and open-source tools to facilitate cooperation. The proposed student challenge follows the European UEFA Champions League format, which includes a qualification phase followed by the elimination round or playoffs. The students are tasked to build an SDR transmitter and receiver following the guidelines of the long-term evolution standard. The metric is system performance. After completing this course, the students will be able to (1) analyze alternative radio design options and argue about their benefits and drawbacks and (2) contribute to the evolution of wireless standards. We discuss our experiences and lessons learned with particular focus on the suitability of the proposed teaching and evaluation methodology and conclude that competition in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018

Can computers foster human users' creativity? Theory and praxis of mixed-initiative co-creativity

This article discusses the impact of artificially intelligent computers to the process of design, play and educational activities. A computational process which has the necessary intelligence and creativity to take a proactive role in such activities can not only support human creativity but also foster it and prompt lateral thinking. The argument is made both from the perspective of human creativity, where the computational input is treated as an external stimulus which triggers re-framing of humans’ routines and mental associations, but also from the perspective of computational creativity where human input and initiative constrains the search space of the algorithm, enabling it to focus on specific possible solutions to a problem rather than globally search for the optimal. The article reviews four mixed-initiative tools (for design and educational play) based on how they contribute to human-machine co-creativity. These paradigms serve different purposes, afford different human interaction methods and incorporate different computationally creative processes. Assessing how co-creativity is facilitated on a per-paradigm basis strengthens the theoretical argument and provides an initial seed for future work in the burgeoning domain of mixed-initiative interaction.peer-reviewe

Can computers foster human users' creativity? Theory and praxis of mixed-initiative co-creativity

This article discusses the impact of artificially intelligent computers to the process of design, play and educational activities. A computational process which has the necessary intelligence and creativity to take a proactive role in such activities can not only support human creativity but also foster it and prompt lateral thinking. The argument is made both from the perspective of human creativity, where the computational input is treated as an external stimulus which triggers re-framing of humans’ routines and mental associations, but also from the perspective of computational creativity where human input and initiative constrains the search space of the algorithm, enabling it to focus on specific possible solutions to a problem rather than globally search for the optimal. The article reviews four mixed-initiative tools (for design and educational play) based on how they contribute to human-machine co-creativity. These paradigms serve different purposes, afford different human interaction methods and incorporate different computationally creative processes. Assessing how co-creativity is facilitated on a per-paradigm basis strengthens the theoretical argument and provides an initial seed for future work in the burgeoning domain of mixed-initiative interaction.peer-reviewe

Models and metaphors: complexity theory and through-life management in the built environment

Complexity thinking may have both modelling and metaphorical applications in the through-life management of the built environment. These two distinct approaches are examined and compared. In the first instance, some of the sources of complexity in the design, construction and maintenance of the built environment are identified. The metaphorical use of complexity in management thinking and its application in the built environment are briefly examined. This is followed by an exploration of modelling techniques relevant to built environment concerns. Non-linear and complex mathematical techniques such as fuzzy logic, cellular automata and attractors, may be applicable to their analysis. Existing software tools are identified and examples of successful built environment applications of complexity modelling are given. Some issues that arise include the definition of phenomena in a mathematically usable way, the functionality of available software and the possibility of going beyond representational modelling. Further questions arising from the application of complexity thinking are discussed, including the possibilities for confusion that arise from the use of metaphor. The metaphor of a 'commentary machine' is suggested as a possible way forward and it is suggested that an appropriate linguistic analysis can in certain situations reduce perceived complexity

A Multi-Gene Genetic Programming Application for Predicting Students Failure at School

Several efforts to predict student failure rate (SFR) at school accurately still remains a core problem area faced by many in the educational sector. The procedure for forecasting SFR are rigid and most often times require data scaling or conversion into binary form such as is the case of the logistic model which may lead to lose of information and effect size attenuation. Also, the high number of factors, incomplete and unbalanced dataset, and black boxing issues as in Artificial Neural Networks and Fuzzy logic systems exposes the need for more efficient tools. Currently the application of Genetic Programming (GP) holds great promises and has produced tremendous positive results in different sectors. In this regard, this study developed GPSFARPS, a software application to provide a robust solution to the prediction of SFR using an evolutionary algorithm known as multi-gene genetic programming. The approach is validated by feeding a testing data set to the evolved GP models. Result obtained from GPSFARPS simulations show its unique ability to evolve a suitable failure rate expression with a fast convergence at 30 generations from a maximum specified generation of 500. The multi-gene system was also able to minimize the evolved model expression and accurately predict student failure rate using a subset of the original expressionComment: 14 pages, 9 figures, Journal paper. arXiv admin note: text overlap with arXiv:1403.0623 by other author

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222