Systemization of Pluggable Transports for Censorship Resistance

An increasing number of countries implement Internet censorship at different scales and for a variety of reasons. In particular, the link between the censored client and entry point to the uncensored network is a frequent target of censorship due to the ease with which a nation-state censor can control it. A number of censorship resistance systems have been developed thus far to help circumvent blocking on this link, which we refer to as link circumvention systems (LCs). The variety and profusion of attack vectors available to a censor has led to an arms race, leading to a dramatic speed of evolution of LCs. Despite their inherent complexity and the breadth of work in this area, there is no systematic way to evaluate link circumvention systems and compare them against each other. In this paper, we (i) sketch an attack model to comprehensively explore a censor's capabilities, (ii) present an abstract model of a LC, a system that helps a censored client communicate with a server over the Internet while resisting censorship, (iii) describe an evaluation stack that underscores a layered approach to evaluate LCs, and (iv) systemize and evaluate existing censorship resistance systems that provide link circumvention. We highlight open challenges in the evaluation and development of LCs and discuss possible mitigations.Comment: Content from this paper was published in Proceedings on Privacy Enhancing Technologies (PoPETS), Volume 2016, Issue 4 (July 2016) as "SoK: Making Sense of Censorship Resistance Systems" by Sheharbano Khattak, Tariq Elahi, Laurent Simon, Colleen M. Swanson, Steven J. Murdoch and Ian Goldberg (DOI 10.1515/popets-2016-0028

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research

Interventions for families with multiple problems:Similar contents but divergent formats

For families with multiple problems (FMP), knowledge is lacking on the practice elements of interventions (the distinct techniques practitioners use to promote positive outcomes) and their program elements (intervention design and delivery systems). The aim of this study is to identify both common and specific practice and program elements so as to determine contents and overlap between interventions. For FMP, we selected interventions that had at least moderate (>0.5) effect sizes in the Dutch context (N = 8). A deductive content analysis was used to assess the manuals of these interventions with the taxonomy of interventions for FMP. We defined as common those elements found in at least five of the eight interventions and as specific those found in fewer than five. Of the practice elements, 79% were common across the interventions, and 21% were intervention specific. Interventions with the highest percentages of intervention-specific elements derived from the taxonomy were 10 for the Future (15%), Family Central (14%), Intensive Family Therapy (14%), and Multisystemic therapy (11%). Core program elements: duration, intensity, intervision, supervision, and consultation, varied greatly between interventions. Among interventions for FMP, we found practice elements to have considerable overlap. Among program elements, we found greater variety

Survey of the State of the Art in Natural Language Generation: Core tasks, applications and evaluation

This paper surveys the current state of the art in Natural Language Generation (NLG), defined as the task of generating text or speech from non-linguistic input. A survey of NLG is timely in view of the changes that the field has undergone over the past decade or so, especially in relation to new (usually data-driven) methods, as well as new applications of NLG technology. This survey therefore aims to (a) give an up-to-date synthesis of research on the core tasks in NLG and the architectures adopted in which such tasks are organised; (b) highlight a number of relatively recent research topics that have arisen partly as a result of growing synergies between NLG and other areas of artificial intelligence; (c) draw attention to the challenges in NLG evaluation, relating them to similar challenges faced in other areas of Natural Language Processing, with an emphasis on different evaluation methods and the relationships between them.Comment: Published in Journal of AI Research (JAIR), volume 61, pp 75-170. 118 pages, 8 figures, 1 tabl