Attack-Resilient Supervisory Control of Discrete-Event Systems

In this work, we study the problem of supervisory control of discrete-event systems (DES) in the presence of attacks that tamper with inputs and outputs of the plant. We consider a very general system setup as we focus on both deterministic and nondeterministic plants that we model as finite state transducers (FSTs); this also covers the conventional approach to modeling DES as deterministic finite automata. Furthermore, we cover a wide class of attacks that can nondeterministically add, remove, or rewrite a sensing and/or actuation word to any word from predefined regular languages, and show how such attacks can be modeled by nondeterministic FSTs; we also present how the use of FSTs facilitates modeling realistic (and very complex) attacks, as well as provides the foundation for design of attack-resilient supervisory controllers. Specifically, we first consider the supervisory control problem for deterministic plants with attacks (i) only on their sensors, (ii) only on their actuators, and (iii) both on their sensors and actuators. For each case, we develop new conditions for controllability in the presence of attacks, as well as synthesizing algorithms to obtain FST-based description of such attack-resilient supervisors. A derived resilient controller provides a set of all safe control words that can keep the plant work desirably even in the presence of corrupted observation and/or if the control words are subjected to actuation attacks. Then, we extend the controllability theorems and the supervisor synthesizing algorithms to nondeterministic plants that satisfy a nonblocking condition. Finally, we illustrate applicability of our methodology on several examples and numerical case-studies

Experiments with embedded system design at UMinho and AIT

Nowadays, embedded systems are central to modern life, mainly due to the scientific and technological advances of the last decades that started a new reality in which the embedded systems market has been growing steadily, along with a monthly or even weekly emergence of new products with different applications across several domains. This embedded system ubiquity was the drive for the following question ”Why should we focus on embedded systems design?” that was answered in [1, 2] with the following points: (1) high and fast penetration in products and services due to the integration of networking, operating system and database capabilities, (2) very strategic field economically and (3) a new and relatively undefined subject in academic environment. Other adja- cent questions have been raised such as ”Why is the design of embedded systems special?”. The answer for this last question is based mainly on several problems raised by the new technologies, such as the need for more human resources in specialized areas and high learning curve for system designers. As pointed in [1], these problems can prevent many companies from adopting these new technologies or force them not to respond timely in mastering these technological and market challenges. In this paper, it is described how staff at ESRG-UMinho 1 and ISE-AIT 2 faced the embedded systems challenges at several levels. It starts to de- scribe the development of the educational context for the new technolo- gies and show how our Integrated Master Curriculum in Industrial Elec- tronics and Computer Engineering has been adapted to satisfy the needs of the major university customers, the industry

Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University