Corporate influence and the academic computer science discipline. [4: CMU]

Prosopographical work on the four major centers for computer research in the United States has now been conducted, resulting in big questions about the independence of, so called, computer science

SoK: Content Moderation in Social Media, from Guidelines to Enforcement, and Research to Practice

To counter online abuse and misinformation, social media platforms have been establishing content moderation guidelines and employing various moderation policies. The goal of this paper is to study these community guidelines and moderation practices, as well as the relevant research publications to identify the research gaps, differences in moderation techniques, and challenges that should be tackled by the social media platforms and the research community at large. In this regard, we study and analyze in the US jurisdiction the fourteen most popular social media content moderation guidelines and practices, and consolidate them. We then introduce three taxonomies drawn from this analysis as well as covering over one hundred interdisciplinary research papers about moderation strategies. We identified the differences between the content moderation employed in mainstream social media platforms compared to fringe platforms. We also highlight the implications of Section 230, the need for transparency and opacity in content moderation, why platforms should shift from a one-size-fits-all model to a more inclusive model, and lastly, we highlight why there is a need for a collaborative human-AI system

Dynamic Protocol Reverse Engineering a Grammatical Inference Approach

Round trip engineering of software from source code and reverse engineering of software from binary files have both been extensively studied and the state-of-practice have documented tools and techniques. Forward engineering of protocols has also been extensively studied and there are firmly established techniques for generating correct protocols. While observation of protocol behavior for performance testing has been studied and techniques established, reverse engineering of protocol control flow from observations of protocol behavior has not received the same level of attention. State-of-practice in reverse engineering the control flow of computer network protocols is comprised of mostly ad hoc approaches. We examine state-of-practice tools and techniques used in three open source projects: Pidgin, Samba, and rdesktop . We examine techniques proposed by computational learning researchers for grammatical inference. We propose to extend the state-of-art by inferring protocol control flow using grammatical inference inspired techniques to reverse engineer automata representations from captured data flows. We present evidence that grammatical inference is applicable to the problem domain under consideration

A serious game for programming in higher education

Programming is a highly difficult skill which is a constituent of many undergraduate programmes at Higher Education (HE) level. With the advancement of games technology there is an increasing opportunity for educators to provide innovative assessment tools for students on their courses which are highly immersive and graphically indicative of the times. This could potentially be in a supplementary capacity or to a greater extent inextricably linked to the learning outcomes and assessment outcomes. Notably serious games and Games-Based Learning (GBL) have received high levels of attention from educationalists due to being motivational, novel learning approaches. This paper will outline two empirical studies conducted to develop a game to teach programming at HE level. The first study will gauge the acceptability of a computer game for teaching programming and formulating content integration development requirements. The second study will outline the evaluation of the developed game being placed in a module as a formative assessment tool to assist learners to revise for their formal class test. Study one showed that acceptability of the game was high with 61 participants completing an acceptability/content integration questionnaire. The game was designed to consolidate knowledge on rudimentary and advanced programming concepts, data structures and algorithms. 48 participants evaluated the game in study two with the results generally indicating that they enjoyed playing the game as a revision alternative with 14% of participants rating it as very effective and 51% of participants as effective for allowing them to prepare for their class test. The majority of participants also believed that games could be utilised in a formative and summative assessment capacity on courses for independent study