6,792 research outputs found
Deep Transfer Learning Applications in Intrusion Detection Systems: A Comprehensive Review
Globally, the external Internet is increasingly being connected to the
contemporary industrial control system. As a result, there is an immediate need
to protect the network from several threats. The key infrastructure of
industrial activity may be protected from harm by using an intrusion detection
system (IDS), a preventive measure mechanism, to recognize new kinds of
dangerous threats and hostile activities. The most recent artificial
intelligence (AI) techniques used to create IDS in many kinds of industrial
control networks are examined in this study, with a particular emphasis on
IDS-based deep transfer learning (DTL). This latter can be seen as a type of
information fusion that merge, and/or adapt knowledge from multiple domains to
enhance the performance of the target task, particularly when the labeled data
in the target domain is scarce. Publications issued after 2015 were taken into
account. These selected publications were divided into three categories:
DTL-only and IDS-only are involved in the introduction and background, and
DTL-based IDS papers are involved in the core papers of this review.
Researchers will be able to have a better grasp of the current state of DTL
approaches used in IDS in many different types of networks by reading this
review paper. Other useful information, such as the datasets used, the sort of
DTL employed, the pre-trained network, IDS techniques, the evaluation metrics
including accuracy/F-score and false alarm rate (FAR), and the improvement
gained, were also covered. The algorithms, and methods used in several studies,
or illustrate deeply and clearly the principle in any DTL-based IDS subcategory
are presented to the reader
Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting
The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learners’ psychological state seems of paramount significance, since it could be either an aid or a barrier to students’ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in
higher education within an Algerian English as a Foreign Language (EFL) setting.
Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner
differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this
ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and
outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university
in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers’
interviews, learners’ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities.
The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the
unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students’ attitudes and teacher’ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation.
The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic
impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration
Potencialidades do uso de uma rede social na aprendizagem de português por falantes chineses
Devido à intensificação da cooperação entre a China e os paÃses lusófonos, a
aprendizagem de Português torna-se cada vez mais fundamental na China
hoje em dia. Sendo uma lÃngua radicalmente diferente da sua primeira lÃngua,
os aprendentes chineses normalmente manifestam um conjunto de
dificuldades em certos aspetos, enquanto a diferença cultural e oportunidades
limitadas de treinar a lÃngua-alvo fora da sala de aula também dificultam a sua
aquisição de Português. Se bem que alguns autores tenham evidenciado a
existência de problemas na aprendizagem dos aprendentes chineses, não
esclareceram as soluções praticáveis. Em conformidade com as caraterÃsticas
dos estudantes nos dias de hoje, os quais dedicam bastante tempo às redes
sociais na sua vida quotidiana, consideramos que a introdução das
ferramentas sociais pode ser potencialmente uma abordagem razoável para
promover a aprendizagem de Português, o que nos levou a focalizar-nos em
estudar o impacte do uso do Weibo, uma plataforma de microblogue de origem
chinesa, relativamente às capacidades escritas dos aprendentes chineses.
Optámos por aplicar uma triangulação de metodologias para analisar a
participação, motivação, publicações, resultados dos dois testes realizados
antes e depois das atividades e das entrevistas com os participantes, a fim de
obter um entendimento o mais completo possÃvel das potencialidades do
Weibo. Três intervenções foram conduzidas com os objetivos, respetivamente,
de verificar a possibilidade da criação de uma comunidade de aprendizagem
colaborativa mediante a ferramenta selecionada, e identificar a influência da
interação entre os aprendentes chineses e portugueses e entre os chineses e
a docente nativa em relação às capacidades escritas em Português. De acordo
com os resultados atingidos, além de revelarem uma motivação e satisfação
relativamente positivas, os aprendentes participantes geralmente demonstram
um melhor comportamento a respeito da concordância verbal e da morfologia
das palavras, e alguns deles também manifestam um progresso evidente nos
aspetos do uso dos tempos e modos verbais e da concordância nominal de
número. Já os participantes da última intervenção obtêm uma pontuação mais elevada
na compreensão escrita do que os não participantes de modo geral, revelando
as potencialidades e eficiência da aplicação do Weibo na aprendizagem de
Português por falantes chineses. Consideramos que a introdução desta rede
social com estratégia de aprendizagem pode proporcionar influências
positivas, conduzindo à proposta de realização de estudos mais aprofundados
e de uma aplicação mais aturada na prática didática do Português LÃngua nãoMaterna numa futura etapa de investigação.Due to the intensification of cooperation between China and the Lusophone
nations, nowadays learning Portuguese is becoming increasingly fundamental
in China. As a language which is radically different from their first language,
Chinese learners usually manifest a number of difficulties in certain aspects
while the cultural difference and limited opportunities to practice the target
language outside the classroom also complicate their acquisition of
Portuguese. Although some authors have evidenced the existence of problems
in Chinese learners’ learning, they have not clarified practical solutions. In
accordance with the characteristics of today’s students, who spend a lot of time
on social media in their daily lives, we believe that the introduction of social
tools can potentially be a reasonable approach to promote the learning of
Portuguese. We focus on investigating the impact of using Weibo, a Chinese
microblogging platform, on the writing skills of Chinese learners. We chose to
apply a triangulation of methodologies to analyze the participation, motivation,
posts, results of the two tests carried out before and after the activities and
interviews with participants in order to obtain a comprehensive understanding
of the potential of Weibo. Three interventions were conducted with the
objectives of verifying the possibility of creating a collaborative learning
community by using the selected tool and identifying the influence of the
interaction between Chinese and Portuguese learners and between Chinese
learners and a native teacher in relation to Portuguese writing skills. According
to the results achieved, besides revealing a relatively positive motivation and
satisfaction, participants generally demonstrate better behavior regarding
verbal agreement and spelling and some of them also manifest an evident
progress in using verb tenses and modes and nominal number agreement,
while the participants of the last intervention score generally higher on reading
comprehension than non-participants. These results highlight the possibility and efficiency of applying Weibo with
Chinese speakers who are learning Portuguese. We believe that the
introduction of a social network with an appropriate strategy can bring positive
influences and it is worthy of further research and structured application in
teaching practice as a future step.Programa Doutoral em Multimédia em Educaçã
Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme
In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools
From wallet to mobile: exploring how mobile payments create customer value in the service experience
This study explores how mobile proximity payments (MPP) (e.g., Apple Pay) create customer value in the service experience compared to traditional payment methods (e.g. cash and card). The main objectives were firstly to understand how customer value manifests as an outcome in the MPP service experience, and secondly to understand how the customer activities in the process of using MPP create customer value. To achieve these objectives a conceptual framework is built upon the Grönroos-Voima Value Model (Grönroos and Voima, 2013), and uses the Theory of Consumption Value (Sheth et al., 1991) to determine the customer value constructs for MPP, which is complimented with Script theory (Abelson, 1981) to determine the value creating activities the consumer does in the process of paying with MPP.
The study uses a sequential exploratory mixed methods design, wherein the first qualitative stage uses two methods, self-observations (n=200) and semi-structured interviews (n=18). The subsequent second quantitative stage uses an online survey (n=441) and Structural Equation Modelling analysis to further examine the relationships and effect between the value creating activities and customer value constructs identified in stage one. The academic contributions include the development of a model of mobile payment services value creation in the service experience, introducing the concept of in-use barriers which occur after adoption and constrains the consumers existing use of MPP, and revealing the importance of the mobile in-hand momentary condition as an antecedent state. Additionally, the customer value perspective of this thesis demonstrates an alternative to the dominant Information Technology approaches to researching mobile payments and broadens the view of technology from purely an object a user interacts with to an object that is immersed in consumers’ daily life
REDESIGNING THE COUNTER UNMANNED SYSTEMS ARCHITECTURE
Includes supplementary material. Please contact [email protected] for access.When the Islamic State used Unmanned Aerial Vehicles (UAV) to target coalition forces in 2014, the use of UAVs rapidly expanded, giving weak states and non-state actors an asymmetric advantage over their technologically superior foes. This asymmetry led the Department of Defense (DOD) and the Department of Homeland Security (DHS) to spend vast sums of money on counter-unmanned aircraft systems (C-UAS). Despite the market density, many C-UAS technologies use expensive, bulky, and high-power-consuming electronic attack methods for ground-to-air interdiction. This thesis outlines the current technology used for C-UAS and proposes a defense-in-depth framework using airborne C-UAS patrols outfitted with cyber-attack capabilities. Using aerial interdiction, this thesis develops a novel C-UAS device called the Detachable Drone Hijacker—a low-size, weight, and power C-UAS device designed to deliver cyber-attacks against commercial UAVs using the IEEE 802.11 wireless communication specification. The experimentation results show that the Detachable Drone Hijacker, which weighs 400 grams, consumes one Watt of power, and costs $250, can interdict adversarial UAVs with no unintended collateral damage. This thesis recommends that the DOD and DHS incorporates aerial interdiction to support its C-UAS defense-in-depth, using technologies similar to the Detachable Drone Hijacker.DASN-OE, Washington DC, 20310Captain, United States Marine CorpsApproved for public release. Distribution is unlimited
Graphical scaffolding for the learning of data wrangling APIs
In order for students across the sciences to avail themselves of modern data streams, they must first know how to wrangle data: how to reshape ill-organised, tabular data into another format, and how to do this programmatically, in languages such as Python and R. Despite the cross-departmental demand and the ubiquity of data wrangling in analytical workflows, the research on how to optimise the instruction of it has been minimal. Although data wrangling as a programming domain presents distinctive challenges - characterised by on-the-fly syntax lookup and code example integration - it also presents opportunities. One such opportunity is how tabular data structures are easily visualised. To leverage the inherent visualisability of data wrangling, this dissertation evaluates three types of graphics that could be employed as scaffolding for novices: subgoal graphics, thumbnail graphics, and parameter graphics. Using a specially built e-learning platform, this dissertation documents a multi-institutional, randomised, and controlled experiment that investigates the pedagogical effects of these. Our results indicate that the graphics are well-received, that subgoal graphics boost the completion rate, and that thumbnail graphics improve navigability within a command menu. We also obtained several non-significant results, and indications that parameter graphics are counter-productive. We will discuss these findings in the context of general scaffolding dilemmas, and how they fit into a wider research programme on data wrangling instruction
Channel estimation and beam training with machine learning applications for millimetre-wave communication systems
The fifth generation (5G) wireless system will extend the capabilities of the fourth generation
(4G) standards to serve more users and provide timely communication. To this end, the carriers
of 5G systems will be able to operate at higher frequency bands, such as the millimetre-wave
(mmWave) bands that span from 30 GHz to 300 GHz, to obtain greater bandwidths and higher
data rates. As a result, the deployment of 5G networks is required to accommodate more antennas
and offer pervasive coverage with controlled power consumption. The complexity of 5G
systems introduces new challenges to traditional signal processing techniques. To address these
challenges, a major step is to integrate machine learning (ML) algorithms into wireless communication
systems. ML can learn patterns from datasets to achieve control and optimisation of
complex radio frequency (RF) networks. This PhD thesis focuses on developing efficient channel
estimation methods and beam training strategies with the application of ML algorithms for
mmWave wireless systems.
Firstly, the channel estimation and signal detection problem is investigated for orthogonal
frequency-division multiplexing (OFDM) systems that operate at mmWave bands. A deep
neural network (DNN)-based joint channel estimation and signal detection approach is proposed
to achieve multi-user detection in a one-shot process for non-orthogonal multiple access
(NOMA) systems. The DNN acts as the receiver, which can recover the transmitted data by
learning the channel implicitly from suitable training. The proposed approach can be adapted to
work for both single-input and single-output (SISO) systems and multiple-output and multipleoutput
(MIMO) systems. This DNN-based approach is shown to provide good performance for
OFDM systems that suffer from severe inter-symbol interference or where small numbers of
pilot symbols are used.
Secondly, the beam training and tracking problem is studied for mmWave channels with receiver
mobility. To reduce the signalling overhead caused by frequent beam training, a lowcomplexity
beam training strategy is proposed for mobile mmWave channels, which searches
a set of selected beams obtained based on the recent beam search results. By searching only
the adjacent beams to the one recently used, the proposed beam training strategy can reduce
the beam training delay significantly while maintaining high transmission rates. The proposed
strategy works effectively for channel datasets generated using either the stochastic or the raytracing
channel model. This strategy is shown to approach the performance for an exhaustive
beam search while saving up to 92% on the required beam training overhead.
Thirdly, the proposed low-complexity beam training strategy is enhanced with the use of deep
reinforcement learning (DRL) for mobile mmWave channels. A DRL-based beam training algorithm
is proposed, which can intelligently switch between different beam training methods
such that the average beam training overhead is minimised while achieving good spectral efficiency
or energy efficiency performance. Given the desired performance requirement in the
reward function for the DRL model, the spectral efficiency or energy efficiency can be maximised
for the current channel condition by controlling the number of activated RF chains. The
DRL-based approach can adjust the amount of beam training overhead required according to
the dynamics of the environment. This approach can provide a good overhead-performance
trade-off and achieve higher data rates in channels with significant levels of signal blockage
Masculinities, vulnerability and negotiated identity: Understanding the reporting behaviours of men who experience violence or otherwise harmful behaviour, within a sex work context
Context The focus of sex work related discussions most commonly falls on female providers of sexual services, and male purchasers. As a result, the often victim-oriented policy response in England and Wales falls short of truly addressing the needs of men who are involved in the sale of sex, with there being limited support available for them and a systemic approach which does not fully recognise the potential for men to face harm within this context. Methods The aim of this study is to explore experiences of and reactions to violence, and otherwise harmful behaviours, faced by men in the context of their sex working, by understanding the lived realities of a sample of men who engage in this type of work. The study takes a phased approach which combines an initial informative quantitative survey, with three subsequent phases of semi-structured interviews with male sex workers, sex work-focused practitioners and police officers. The method is guided by feminist research principles which suggest that reality is situated within those with lived experience, and also by an element of co-creation which has grounded this study within the perspectives of male sex workers from its conception. Findings The findings of this research suggest that all of the men involved in the study had faced at least one of the violent or otherwise harmful behaviours outlined, though reporting of these behaviours was not at all common. Discussions with the male sex working participants, practitioners and the police highlighted the issues related to the structural influences of authority, such as the police, and the social environment, and the internalisation of these wider factors, which create barriers to reporting for groups such as male sex workers and others who face similar social marginalisation. Conclusions This study challenges existing gendered understandings of violence and otherwise harmful behaviour within a sex work context, by highlighting the harmful experiences of men. By exploring these experiences and the reporting behaviours of those involved, the study also proposes a new framework for understanding barriers to reporting, which suggests that these are formed through the influences of formal and informal measures of social control, and the internalisation of these outside influences by the individual. By better understanding the experiences of men, and the barriers to their reporting, this study attempts to nuance a gendered discussion. Within, I propose that in order to better support male sex workers, responses must begin by appreciating the heterogeneity of those involved in sex work and the influence of their individual circumstances and the social environment on their willingness to seek support
The Angel of Art Sees the Future Even as She Flies Backwards: Enabling Deep Relational Encounter Through Participatory Practice-Based Research.
This research addresses the current lack of opportunity within interdisciplinary arts practices for deep one-to-one relational encounters between creative practitioners operating in applied arts, performance, and workshop contexts with participant-subjects. This artistic problem is situated within the wider culture of pervasive social media, which continues to shape our interactions into forms that are characteristically faster, shorter, and more fragmented than ever before. Such dispersal of our attention is also accelerating our inability to deeply focus or relate for any real length of time. These modes of engaging within our technologically permeated, cosmopolitan and global society is escalating relational problems. Coupled with a constant bombardment of unrealistic visual images, mental health difficulties are also consequently rising, cultivating further issues such as identity ‘splitting’, (Lopez-Fernandez, 2019). In the context of the arts, this thesis proposes that such relational lack cannot be solved by one singular art form, one media modality, one existing engagement approach, or within a short participatory timeframe.
Key to the originality of my thesis is the deliberate embodiment of a maternal experience. Feminist Lise Haller-Ross’ proposes that there is a ‘mother shaped hole in the art world’ and that, ‘as with the essence of the doughnut – we don’t need another hole for the doughnut, we need a whole new recipe’ (conference address, 2015). Indeed, her assertion encapsulates a need for different types of artistic and relational ingredients to be found. I propose these can be discovered within particular forms of maternal love; nurture; caring, and through conceptual relational states of courtship; intercourse; gestation, and birth. Furthermore, my maternal emphasis builds on: feminist, artist, and psychotherapist Bracha Ettinger’s (2006; 2015) notions of maternal, cohabitation and carrying; architect and phenomenologist Juhani Pallasmaa’s (2012) views on sensing and feeling; child psychoanalyst Donald Winnicott’s (1971) thoughts on transitional phenomena and perceptions of holding. Such psychotherapeutic and phenomenological theories are imbricated in-action within my multimodal arts processes. Additionally, by deliberately not privileging the ocular, I engage all my project participants senses and distil their multimodal data through an extended form of somatic and artistic Interpretive Phenomenological Analysis (IPA), (Smith, Flowers, and Larkin, 2009). IPA usefully focuses on the importance of the thematic and idiographic in terms of new knowledge generation, with an analytical focus on lived experience. Indeed, whilst the specifics of the participants in my minor and major projects are unique, my research activates and makes valid, findings that are collectively beneficial to the disciplines of applied and interdisciplinary arts; the field of practice-based research, and beyond.
My original contribution to new knowledge as argued by this thesis, comprises both this text exposition and my practice. This sees the final generation of a new multimodal arts Participatory Practice-Based Framework (PartPb). Through this framework, the researcher-practitioner is seen to adopt a maternal role to gently guide project participants through four phases of co-created multimodal artwork generation. The four participatory ‘Phases’ are: Phase 1: Courtship – Digital Dialogues; Phase 2: Intercourse – Performative Encounters; Phase 3: Gestation – Screen Narratives; Phase 4: Birth – Relational Artworks. The framework also contains six researcher-only ‘Stages’: Stage 1: Participant Selection; Stage 2: Checking Distilled Themes; Stage 3: Location and Object Planning; Stage 4: Noticing, Logging, Sourcing; Stage 5: Collaboration and Construction; Stage 6: Releasing, Gifting, Recruiting. This new PartPb framework, is realised within a series of five practice-based (Pb) artworks called, ‘Minor Projects 1-5’, (2015-16) and Final Major Project, ‘Transformational Encounters: Touch, Traction, Transform’ (TETTT), (2018). These projects are likewise shaped through action-research processes of iterative testing, as developed from Candy and Edmonds (2010) Practice-based Research (PbR) trajectory. In my new PartPb framework, Candy, and Edmonds’ PbR processes are originally combined with a form of Fritz and Laura Perl’s Gestalt Experience Cycle (1947). This innovative fusion I come to term as a form of ‘Feeling Architecture,’ which is procedurally proven to hold and carry both researcher and participants alike, safely, ethically, and creatively through all Phases and Stages of artefact generation. Specifically, my new multimodal PartPb framework offers new knowledge to the field of Practice-Based Research (PbR) and practitioners working in multimodal arts and applied performance contexts. Due to its participatory focus, I develop on the term Practice-Based Research, (Candy and Edmonds, 2010) to coin the term Participatory Practice-Based Research, (PartPbR).
The unique combination of multimodal arts and social-psychological methodologies underpinning my framework also has the potential to contribute to broader Arts, Well-Being, and Creative Health agendas, such as the UK government’s Social Prescribing and Arts and Health initiatives. My original framework offers future researchers’ opportunities to further develop, enhance and enrich individual and community well-being through its application to their own projects, and, in doing so, also starts to challenge unhelpful art binaries that still position community arts practices as somehow lesser to higher art disciplines
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