5,291 research outputs found

    LIPIcs, Volume 251, ITCS 2023, Complete Volume

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    LIPIcs, Volume 251, ITCS 2023, Complete Volum

    La traduzione specializzata all’opera per una piccola impresa in espansione: la mia esperienza di internazionalizzazione in cinese di Bioretics© S.r.l.

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    Global markets are currently immersed in two all-encompassing and unstoppable processes: internationalization and globalization. While the former pushes companies to look beyond the borders of their country of origin to forge relationships with foreign trading partners, the latter fosters the standardization in all countries, by reducing spatiotemporal distances and breaking down geographical, political, economic and socio-cultural barriers. In recent decades, another domain has appeared to propel these unifying drives: Artificial Intelligence, together with its high technologies aiming to implement human cognitive abilities in machinery. The “Language Toolkit – Le lingue straniere al servizio dell’internazionalizzazione dell’impresa” project, promoted by the Department of Interpreting and Translation (ForlĂŹ Campus) in collaboration with the Romagna Chamber of Commerce (ForlĂŹ-Cesena and Rimini), seeks to help Italian SMEs make their way into the global market. It is precisely within this project that this dissertation has been conceived. Indeed, its purpose is to present the translation and localization project from English into Chinese of a series of texts produced by Bioretics© S.r.l.: an investor deck, the company website and part of the installation and use manual of the Aliquis© framework software, its flagship product. This dissertation is structured as follows: Chapter 1 presents the project and the company in detail; Chapter 2 outlines the internationalization and globalization processes and the Artificial Intelligence market both in Italy and in China; Chapter 3 provides the theoretical foundations for every aspect related to Specialized Translation, including website localization; Chapter 4 describes the resources and tools used to perform the translations; Chapter 5 proposes an analysis of the source texts; Chapter 6 is a commentary on translation strategies and choices

    Finding an effective problem-solving heuristic instructional approach for circle geometry

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    Abstracts in English, Afrikaans and ZuluThis research study carried out an investigation into finding a contemporary problem- solving instructional approach that will be effective for teaching and learning of mathematics in South African schools, with specific focus on circle geometry. Prior to conducting this study, a retrospection was done into the mathematical practices implemented, in schools in South Africa, by researchers, educational practitioners and stakeholders such as Non-Governmental Organisations. The aforementioned unanimously identified the instructional approaches for teaching and learning of mathematics, particularly, the traditional teaching and learning approach, as problematic and counter-productive, and this might be contributing to poor learners’ performances. In a bid to replace the obsolete traditional approach, the researcher in this study recommended: “teaching thinking skills” and “teaching effective problem-solving instructional approaches” as more appropriate. With regards to teaching thinking skills, the infusion approach (teaching thinking skills, along with content instructions), was highlighted. For teaching effective problem-solving, Polya’s Problem-Solving Model, was investigated. To ensure an effective design and implementation of the proposed problem-solving instructional approach, the APOS theory (ACE teaching cycle) was adopted. Also, the teaching and learning of circle geometry was carried out in a collaborative classroom setting. This proposed instructional approach was tentatively, labelled as “IPAC mathematics problem-solving instructional model’’ or simply, the “IPAC model”. This was an acronym for the four elements of this new approach, namely - the infusion approach, Polya’s approach, and APOS theory in a collaborative learning classroom. Two groups of Grade 11 mathematics learners served as participants for this study: group 1 - 11A had 30 learners (the control group) and group 2- 11B had 32 learners (the experimental group). Data collected methods for this study were: observations of participants in their natural classroom settings, recorded videos, questionnaires, photograph of participants’ work (classwork/homework and standardized tests). This study followed a mixed-method research design, hence, both quantitative and qualitative data analyses procedures were implemented. The quantitative data was analysed by implementing inferential statistics and descriptive statistics, while the APOS theory analysis was used to analyse the qualitative facet of the collected data. During the APOS theory analysis, content analysis was done on participants’ written responses to each of the four standardized tests’ data. The content analysis was carried out on the written responses of participants, from both the control and the experimental groups. The research findings that emanated from this study were the following: that this new method of teaching and learning is valid, practical and effective; there was a statistically significant improvement in the test scores of participants who were taught by the new instructional approach; participants’ conceptual understanding, procedural fluency, strategic competence and mathematical reasoning skills were enhanced; participants’ problem-solving competence improved, during and after the intervention; the IPAC model guided the majority of the participants to operate at the object and schema levels in relation to the APOS theory mental conceptions. Lastly, the ACE teaching instructional approach significantly guided and enhanced participants’ cognitive engagement and development, which ultimately, optimized their problem-solving competence. Based on these research findings, the researcher recommended among others, that the new instructional approach - the IPAC model, should be implemented for teaching and learning of circle geometry in South African schools. The researcher also recommended that cultivation of thinking skills and implementation of effective problem-solving instructional approaches should be prioritized in mathematics classrooms in South Africa. The researcher established from this study that the developed IPAC model will serve as an effective and a reliable pedagogical tool which can address some of the teaching and learning challenges teachers and learners encounter in mathematics classrooms.Hierdie navorsingstudie het 'n ondersoek gedoen na die vind van 'n kontemporĂȘre probleemoplossende onderrigbenadering wat effektief sal wees vir onderrig en leer van wiskunde in Suid-Afrikaanse skole, met spesifieke fokus op sirkelmeetkunde. Voor die uitvoering van hierdie studie is 'n terugblik gedoen na die wiskundige praktyke wat in skole in Suid-Afrika geĂŻmplementeer is deur navorsers, opvoedkundige praktisyns en belanghebbendes soos nie-regeringsorganisasies. Die instruksionele benaderings vir onderrig en leer van wiskunde, veral die tradisionele onderrig-en-leerbenadering, is eenparig geĂŻdentifiseer as problematies en teenproduktief, en dit kan dalk bydra tot swak leerders se prestasies. In 'n poging om die uitgediende tradisionele benadering te vervang, het die navorser in hierdie studie aanbeveel: "onderrig van denkvaardighede" en "onderrig van effektiewe probleemoplossende onderrigbenaderings" as meer gepas. Met betrekking tot die onderrig van denkvaardig hede, is die infusiebenadering (onderrig van denkvaardighede, tesame met inhoudsinstruksies), uitgelig. Vir die onderrig van effektiewe probleemoplossing is Polya se probleemoplossingsmodel ondersoek. Om 'n effektiewe ontwerp en implementering van die voorgestelde probleemoplossende onderrigbenadering te verseker, is die APOS-teorie (GOS-onderrigsiklus) aanvaar. Die onderrig en leer van sirkelmeetkunde is ook in 'n samewerkende klaskameropset uitgevoer. Hierdie voorgestelde onderrigbenadering is voorlopig, gemerk as "IPAC wiskunde probleemoplossing instruksionele model" of eenvoudig die "IPAC model". Dit was 'n akroniem vir die vier elemente van hierdie nuwe benadering, naamlik - die infusiebenadering, Polya se benadering en APOS-teorie in 'n samewerkende leerklaskamer. Twee groepe graad 11-wiskunde-leerders het as deelnemers vir hierdie studie gedien: groep 1 - 11A het 30 leerders (die kontrolegroep) en groep 2- 11B het 32 leerders (die eksperimentele groep). Data wat ingesamel is metodes vir hierdie studie was: waarnemings van deelnemers in hul natuurlike klaskamerinstellings, opgeneemde video's, vraelyste, foto van deelnemers se werk (klaswerk/huiswerk en gestandaardiseerde toetse). Hierdie studie het 'n gemengde-metode navorsingsontwerp gevolg, dus is beide kwantitatiewe en kwalitatiewe data-ontledingsprosedures geĂŻmplementeer. Die kwantitatiewe data is ontleed deur inferensiĂ«le statistiek en beskrywende statistiek te implementeer, terwyl die APOS teorie-analise gebruik is om te analiseer die kwalitatiewe faset van die versamelde data. Tydens die APOS-teorie-analise is inhoudsontleding gedoen op deelnemers se geskrewe antwoorde op elk van die vier gestandaardiseerde toetse se data. Die inhoudsanalise is uitgevoer op die geskrewe reaksie van deelnemers, van beide die kontrole- en die eksperimentele groepe. Die navorsingsbevindinge wat uit hierdie studie voortgespruit het, was die volgende: dat hierdie nuwe metode van onderrig en leer geldig, prakties en effektief is; daar was 'n statisties beduidende verbetering in die toetstellings van deelnemers wat deur die nuwe onderrigbenadering onderrig is; deelnemers se konseptuele begrip, prosedurele vlotheid, strategiese bevoegdheid en wiskundige redenasievaardighede is verbeter; deelnemers se probleemoplossingsbevoegdheid het verbeter, tydens en na die intervensie; die IPAC-model het die meerderheid van die deelnemers gelei om op die objek- en skemavlakke te werk in verhouding tot die APOS-teorie se verstandelike opvattings. Laastens het die GOS-onderrigbenadering die deelnemers se kognitiewe betrokkenheid en ontwikkeling aansienlik gelei en verbeter, wat uiteindelik hul probleemoplossingsbevoegdheid geoptimaliseer het. Op grond van hierdie navorsingsbevindinge het die navorser onder andere aanbeveel dat die nuwe onderrigbenadering - die IPAC-model, geĂŻmplementeer moet word vir onderrig en leer van sirkelmeetkunde in Suid-Afrikaanse skole. Die navorser het ook aanbeveel dat die kweek van denkvaardighede en implementering van effektiewe probleemoplossende onderrigbenaderings in wiskundeklaskamers in Suid-Afrika geprioritiseer moet word. Die navorser het uit hierdie studie vasgestel dat die ontwikkelde IPAC-model sal dien as 'n effektiewe en betroubare pedagogiese hulpmiddel wat sommige van die onderrig- en leeruitdagings wat onderwysers en leerders in wiskundeklaskamers ondervind, kan aanspreek.Lolu cwaningo luqukethe uphenyo mayelana nokuthola ikhambi elingaxazulula ekutholeni indlela eqondile engaletha imiphumela ewusizo ekufundiseni nasekufundeni kwezibalo ezikoleni zaseMzansi Africa, ezophinde ibhekane ngqo ne circle Geometry. Ngaphambi kokuba kuqale lolu cwaningo, kube nolunye ucwaningo olunzulu olwenziwe ngezinye izindlela esezivele zikhona mayelana nezibalo, ezikoleni zaseMzansi Africa, lwenziwa ngabacwaningi, izifundiswa ezingo ncweti Kanye nezinhlangano ezizimele. Inhlangano ebizwa nge okushiwo ngenhla luhlonze indlela eqondile yokufundisa nokufunda izibalo, ikakhulukazi, indlela ejwayelekile yokwenza, njengezindlela eziyinkinga nezingahambisani, futhi lokhu ngungaba yimbangela ekungenzini kahle kwabafundi. Emkhankasweni wokushintsha lolu hlelo oludala lokwenza olungasasizi, uMhlaziyi kulolu cwaningo uncome ukuthi: “ikhono elufundisa ukuzicabangela” Kanye “nekhono lokufundisa elisebenzayo ukuzixazululela izinkinga” njengendlela okuyiyo efanele. Mayelana nekhono elifundisa ukuzicabangela, indlela eyiqophelo (ikhono elifundisa ukuzicabangela, elihambisana nemigomo equkethwe), luthintiwe. Mayelana nohlelo oluwusizo ekuxazululeni izinkinga, uhlelo luka Polya lokuxazulula izinkinga luphenyiwe. Ukuqinisekisa ukuthi uhlelo olusebenzayo futhi oluzosentsenziswa ekuphakamiseni indlela eqondile enemigomo ekuxazululeni izinkinga yokwenza, i APOS theory (ACE teaching cycle) iyona ekhethiwe. Okunye, uhlelo lokufundisa nokufunda i circle geometry lukhishiwe endleleni ehlanganisayo yokuhlala egunjini lokufunda. Okwamanje Lolu hlelo oluphakanyisiwe lokufundisa, lubekwe njenge “IPAC indlela yezibalo eqondile yokuxazulula izinkinga enemigomo” . Lokhu kuyigama elifinqiwe elakhiwe izinhlamvu ezine kule ndlela entsha ebizwa nge infusion approach, Polya’s approach, Kanye ne APOS theory egunjini lokufunda elihlanganisile. Amaqembu amabili ebanga le shuminanye labafundi bezibalo basentshenzisiwe ukubamba iqhaza kulolu cwaningo: iqembu lokuqala ibanga 11A ebelinabafundi abangu 30 (iqembu labaqondisi) bese iqembu lesibili ibanga 11B ebelinabafundi abangu 32 (iqembu elenzayo). Ucwaningo oluqoqiwe lwalendlela lube kanje: imibono yalaba ebekade bebambe iqhaza egunjini lokufunda obuhleliwe, baqophe amavidiyo, babhala imibuzo, bathatha izithombe zalaba ekade bembambe iqhaza lwalomsebenzi wokubamba iqhaza. (imisebenzi yasegunjini lokufunda/imisebenzi yasekhaya Kanye nokwenza uvivinyo). Lolu phenyo lulandele uhlelo oluxubile okuwuhlelo lokuphenya, yingakho zombili lezi zinhlelo zokuqukethwe nokuseZingeni zokuqoqa uphenyo olwenziwe zisentshenzisiwe. Uhlelo lokuqukethwe lemininingwane lusentshenzisiwe ukuhlaziya ngokusebenzisa uhlelo lokuqoqa okutholakele Kanye nohlelo lokwenza okutholakele, futhi kube kwenziwa ne APOS theory analysis ukuhlaziya okusezingeni eliphezulu zigxenye zonke lwemininingwane eqoqiwe. Ngesikhathi se APOS theory analysis, ukuhlaziywa kokuqukethwe okwenziwe ababambe iqhaza babhale okwenzekile ngesikhathi benza lezi zivivinyo ezine ezibekiwe. Uhlelo lokuhlaziya okuqukethwe lwenziwe labhalwa yilaba kade bebambe iqhaza, kuwo womabili amaqembu , elokuqondisa nelokwenza. Uphenyo olutholakele kulolu hlelo lunje: lolu hlelo lokufundisa nokufunda luyasebenza, luyenzeka, futhi lunomehluko: ngokwezibalo kube nomehluko omkhulu oncono ezibalweni zalabo ekade bebambe iqhaza besebenzisa indlela entsha yemigomo: bonke ekade bebambe iqhaza bathole ithuba lokuthi kuthuthuke amakhono abo ekwazini ukuqonda ukuzicabangela, ekwazini ukwenza izinto ezinomehluko eyinqubomgomo, ukumelana nezindlela eziningi eziphumelelisayo Kanye nekhono lokuqonda izibalo; ikhono lalabo ekade bebambe iqhaza ekuxazululeni izinkinga ngokusezingeni lithuthukile, ngesikhathi nangemuva kokwenza ucwaningo; I IPAC model ukwenzisa abaningi balaba ekade bebambe iqhaza kalula umsebenzi ngokuhlukana kwamazinga kusentsenziswa i APOS theory. Ekugcineni, indlela yokwenza ebizwa nge ACE teaching ikwazile okwenzisa kahle ngokusezingeni eliphezulu futhi yakhuphula labo ebekade bebambe iqhaza yaphinde yabathuthukisa, lokhu okwenze bakwazi ukuba sezingeni lokuphumelela ukuxazulula izinkinga. Ngenxa yalokhu okutholakale kucwaningo, umcwaningi uncome ukuthi kokunye, indlela entsha yokwenza ngemigomo – i-IPAC, kumele isentshenziswe ekufundiseni nasekufundeni i circle geometry ezikoleni zaseMzansi Africa. Umcwaningi uphinde waphakamisa ukuthi ukuthuthukisa ikhono lokuzicabangela nokwenziwa kwezindlela ezisebenzayo zokuxazulula izinkinga kumele zibekwe phambili emagunjini okufunda izibalo eMzansi Africa. Umcwaningi ubeke indlela eseqophelweni eliphezulu eyisisekelo kusukela kwisifundo esenziwe yokuthi i IPAC model iyona esebenza njenge ndlela eyithuluzi elibonakalayo futhi elinemiphumela emihle ethembekile, engakwazi ukubhekana nezinkinga futhi ixazulule izinqinamba zokufundisa nokufunda ezikoleni, lezi othisha nabafundi ababhekana nazo egunjini lokufundela izibaloEducational StudiesD. Phil. (Education

    Declarative Specification of Intraprocedural Control-flow and Dataflow Analysis

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    Static program analysis plays a crucial role in ensuring the quality and security of software applications by detecting and fixing bugs, and potential security vulnerabilities in the code. The use of declarative paradigms in dataflow analysis as part of static program analysis has become increasingly popular in recent years. This is due to its enhanced expressivity and modularity, allowing for a higher-level programming approach, resulting in easy and efficient development.The aim of this thesis is to explore the design and implementation of control-flow and dataflow analyses using the declarative Reference Attribute Grammars formalism. Specifically, we focus on the construction of analyses directly on the source code rather than on an intermediate representation.The main result of this thesis is our language-agnostic framework, called IntraCFG. IntraCFG enables efficient and effective dataflow analysis by allowing the construction of precise and source-level control-flow graphs. The framework superimposes control-flow graphs on top of the abstract syntax tree of the program. The effectiveness of IntraCFG is demonstrated through two case studies, IntraJ and IntraTeal. These case studies showcase the potential and flexibility of IntraCFG in diverse contexts, such as bug detection and education. IntraJ supports the Java programming language, while IntraTeal is a tool designed for teaching program analysis for an educational language, Teal.IntraJ has proven to be faster than and as precise as well-known industrial tools. The combination of precision, performance, and on-demand evaluation in IntraJ leads to low latency in querying the analysis results. This makes IntraJ a suitable tool for use in interactive tools. Preliminary experiments have also been conducted to demonstrate how IntraJ can be used to support interactive bug detection and fixing.Additionally, this thesis presents JFeature, a tool for automatically extracting and summarising the features of a Java corpus, including the use of different Java features (e.g., use of Lambda Expressions) across different Java versions. JFeature provides researchers and developers with a deeper understanding of the characteristics of corpora, enabling them to identify suitable benchmarks for the evaluation of their tools and methodologies

    Dynamical analysis of mushroom bifurcations: deterministic and stochastic approaches

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    Treballs Finals de Grau de MatemĂ tiques, Facultat de MatemĂ tiques, Universitat de Barcelona, Any: 2023, Director: Àlex Haro i Josep SardanyĂ©s i Cayuela[en] Bifurcation theory has found contemporary applications in synthetic biology, particularly in the field of biosensors [43]. The aim of this thesis is to expand upon the framework presented in the referenced paper, which introduces a model depicting the behavior of mushroom bifurcations. The mushroom bifurcation diagram exhibits four saddle-node bifurcations and involves bistability. Our goal is to develop a comprehensive mathematical formalism that can effectively describe this behavior, both deterministically and stochastically. By doing so, we seek to uncover additional properties regarding the transients exhibited by these biosensors, specifically focusing on optimizing their timer-effect, memory properties, and signaling capabilities. We will introduce stochastic dynamics by considering intrinsic noise in the molecular processes, allowing us to investigate the slowing-down effects in the vicinity of the saddle-nodes and transcritical bifurcations. To conduct this study, we will use three fundamental mathematical tools, which can be regarded as the backbone of our analysis. These mathematical vertebrae include the Lemma of Morse, the Weierstrass Preparation Theorem and, most notably, the Implicit Function Theorem. Through this rigorous analysis, we aim to enhance our understanding of the underlying dynamics of these biosensors and facilitate their further improvement and utilization in various applications

    Cognitive Machine Individualism in a Symbiotic Cybersecurity Policy Framework for the Preservation of Internet of Things Integrity: A Quantitative Study

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    This quantitative study examined the complex nature of modern cyber threats to propose the establishment of cyber as an interdisciplinary field of public policy initiated through the creation of a symbiotic cybersecurity policy framework. For the public good (and maintaining ideological balance), there must be recognition that public policies are at a transition point where the digital public square is a tangible reality that is more than a collection of technological widgets. The academic contribution of this research project is the fusion of humanistic principles with Internet of Things (IoT) technologies that alters our perception of the machine from an instrument of human engineering into a thinking peer to elevate cyber from technical esoterism into an interdisciplinary field of public policy. The contribution to the US national cybersecurity policy body of knowledge is a unified policy framework (manifested in the symbiotic cybersecurity policy triad) that could transform cybersecurity policies from network-based to entity-based. A correlation archival data design was used with the frequency of malicious software attacks as the dependent variable and diversity of intrusion techniques as the independent variable for RQ1. For RQ2, the frequency of detection events was the dependent variable and diversity of intrusion techniques was the independent variable. Self-determination Theory is the theoretical framework as the cognitive machine can recognize, self-endorse, and maintain its own identity based on a sense of self-motivation that is progressively shaped by the machine’s ability to learn. The transformation of cyber policies from technical esoterism into an interdisciplinary field of public policy starts with the recognition that the cognitive machine is an independent consumer of, advisor into, and influenced by public policy theories, philosophical constructs, and societal initiatives

    KK-theoretic counterexamples to Ravenel's telescope conjecture

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    At each prime pp and height n+1≄2n+1 \ge 2, we prove that the telescopic and chromatic localizations of spectra differ. Specifically, for Z\mathbb{Z} acting by Adams operations on BP⟹n⟩\mathrm{BP}\langle n \rangle, we prove that the T(n+1)T(n+1)-localized algebraic KK-theory of BP⟹n⟩hZ\mathrm{BP}\langle n \rangle^{h\mathbb{Z}} is not K(n+1)K(n+1)-local. We also show that Galois hyperdescent, A1\mathbb{A}^1-invariance, and nil-invariance fail for the K(n+1)K(n+1)-localized algebraic KK-theory of K(n)K(n)-local E∞\mathbb{E}_{\infty}-rings. In the case n=1n=1 and p≄7p \ge 7 we make complete computations of T(2)∗K(R)T(2)_*\mathrm{K}(R), for RR certain finite Galois extensions of the K(1)K(1)-local sphere. We show for p≄5p\geq 5 that the algebraic KK-theory of the K(1)K(1)-local sphere is asymptotically L2fL_2^{f}-local.Comment: 100 pages. Comments very welcom

    Improving Science That Uses Code

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    As code is now an inextricable part of science it should be supported by competent Software Engineering, analogously to statistical claims being properly supported by competent statistics.If and when code avoids adequate scrutiny, science becomes unreliable and unverifiable because results — text, data, graphs, images, etc — depend on untrustworthy code.Currently, scientists rarely assure the quality of the code they rely on, and rarely make it accessible for scrutiny. Even when available, scientists rarely provide adequate documentation to understand or use it reliably.This paper proposes and justifies ways to improve science using code:1. Professional Software Engineers can help, particularly in critical fields such as public health, climate change and energy.2. ‘Software Engineering Boards,’ analogous to Ethics or Institutional Review Boards, should be instigated and used.3. The Reproducible Analytic Pipeline (RAP) methodology can be generalized to cover code and Software Engineering methodologies, in a generalization this paper introduces called RAP+. RAP+ (or comparable interventions) could be supported and or even required in journal, conference and funding body policies.The paper’s Supplemental Material provides a summary of Software Engineering best practice relevant to scientific research, including further suggestions for RAP+ workflows.‘Science is what we understand well enough to explain to a computer.’ Donald E. Knuth in A=B [ 1]‘I have to write to discover what I am doing.’ Flannery O’Connor, quoted in Write for your life [ 2]‘Criticism is the mother of methodology.’ Robert P. Abelson in Statistics as Principled Argument [ 3]‘From its earliest times, science has operated by being open and transparent about methods and evidence, regardless of which technology has been in vogue.’ Editorial in Nature [4

    Equivariance with Learned Canonicalization Functions

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    Symmetry-based neural networks often constrain the architecture in order to achieve invariance or equivariance to a group of transformations. In this paper, we propose an alternative that avoids this architectural constraint by learning to produce canonical representations of the data. These canonicalization functions can readily be plugged into non-equivariant backbone architectures. We offer explicit ways to implement them for some groups of interest. We show that this approach enjoys universality while providing interpretable insights. Our main hypothesis, supported by our empirical results, is that learning a small neural network to perform canonicalization is better than using predefined heuristics. Our experiments show that learning the canonicalization function is competitive with existing techniques for learning equivariant functions across many tasks, including image classification, NN-body dynamics prediction, point cloud classification and part segmentation, while being faster across the board.Comment: 21 pages, 5 figure

    Evaluation Methodologies in Software Protection Research

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    Man-at-the-end (MATE) attackers have full control over the system on which the attacked software runs, and try to break the confidentiality or integrity of assets embedded in the software. Both companies and malware authors want to prevent such attacks. This has driven an arms race between attackers and defenders, resulting in a plethora of different protection and analysis methods. However, it remains difficult to measure the strength of protections because MATE attackers can reach their goals in many different ways and a universally accepted evaluation methodology does not exist. This survey systematically reviews the evaluation methodologies of papers on obfuscation, a major class of protections against MATE attacks. For 572 papers, we collected 113 aspects of their evaluation methodologies, ranging from sample set types and sizes, over sample treatment, to performed measurements. We provide detailed insights into how the academic state of the art evaluates both the protections and analyses thereon. In summary, there is a clear need for better evaluation methodologies. We identify nine challenges for software protection evaluations, which represent threats to the validity, reproducibility, and interpretation of research results in the context of MATE attacks
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