Multiagent Systems for Network Intrusion Detection: A Review

More and more, Intrusion Detection Systems (IDSs) are seen as an important component in comprehensive security solutions. Thus, IDSs are common elements in modern infrastructures to enforce network policies. So far, plenty of techniques have been applied for the detection of intrusions, which has been reported in many surveys. This work focuses the development of network-based IDSs from an architectural point of view, in which multiagent systems are applied for the development of IDSs, presenting an up-to-date revision of the state of the art

Aerospace Medicine and Biology: A continuing bibliography with indexes (supplement 259)

A bibliography containing 476 documents introduced into the NASA scientific and technical information system in May 1984 is presented. The primary subject categories included are: life sciences, aerospace medicine, behavioral sciences, man/system technology, life support, and planetary biology. Topics extensively represented were space flight stress, man machine systems, weightlessness, human performance, mental performance, and spacecraft environments. Abstracts for each citation are given

UA58/1 Graduate Studies & Research - Theses & Dissertations

Inventory of theses and dissertations written by WKU students housed in WKU Archives. Theses and dissertations for the period 1932-present are digitized and available in TopScholar, WKU’s Institutional Repository, except where the author denied permission. These are available with limited access. Digitized theses include url

Using MapReduce Streaming for Distributed Life Simulation on the Cloud

Distributed software simulations are indispensable in the study of large-scale life models but often require the use of technically complex lower-level distributed computing frameworks, such as MPI. We propose to overcome the complexity challenge by applying the emerging MapReduce (MR) model to distributed life simulations and by running such simulations on the cloud. Technically, we design optimized MR streaming algorithms for discrete and continuous versions of Conway’s life according to a general MR streaming pattern. We chose life because it is simple enough as a testbed for MR’s applicability to a-life simulations and general enough to make our results applicable to various lattice-based a-life models. We implement and empirically evaluate our algorithms’ performance on Amazon’s Elastic MR cloud. Our experiments demonstrate that a single MR optimization technique called strip partitioning can reduce the execution time of continuous life simulations by 64%. To the best of our knowledge, we are the first to propose and evaluate MR streaming algorithms for lattice-based simulations. Our algorithms can serve as prototypes in the development of novel MR simulation algorithms for large-scale lattice-based a-life models.https://digitalcommons.chapman.edu/scs_books/1014/thumbnail.jp

General Psychology: An Introduction

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant. Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation.https://oer.galileo.usg.edu/psychology-textbooks/1000/thumbnail.jp

Statistical Learning: The role of implicit and explicit processes in sequential regularities

Within cognitive psychology, Statistical Learning (SL) refers to our use of the statistical information available in our sensory environment to extract relationships between stimuli which unfold over time. SL enables us to use previous and current events to make predictions on upcoming ones, and it is at the basis of a number of cognitive functions (Bertels, Boursain, Destrebecqz, & Gaillard, 2015a). Aiming to address the lack of systematic investigations in the area, this thesis is concerned with the type of knowledge which results from auditory and visual SL, and whether it is implicit, unconscious, or explicit, conscious. We aimed to address existing methodological challenges around the measurement of conscious knowledge through the adoption of a novel use of the Process Dissociation Procedure in the context of a forced-choice task, in combination with the guessing and zero correlation criteria. Chapter 2 established the use of measures to assess the status of conscious knowledge of auditory stimuli generated through a transition matrix. We found successful learning of these stimuli in both adults and children, and that both age groups develop an awareness of the knowledge that they had acquired. In Chapter 3 we studied knowledge status in a triplet learning paradigm in both the auditory and visual modality. Our measures indicated that participants were fully aware of the visual and auditory stimuli learned. Chapter 4 was aimed at validating and consolidating our findings of explicit knowledge by using a combination of direct and indirect measures in a visual triplet learning paradigm, and additionally compared adults and children. The knowledge acquired was prevalently explicit in both age groups. We also found that participants’ awareness of the acquired knowledge did not coincide with the ability to reproduce the training material in a generation task. Chapter 5 investigated the hypothesis that implicit and explicit knowledge are dependent on the speed of stimulus presentation. We found that, although statistical learning can take place at different presentation speeds, participants’ knowledge is weaker at a faster speed. Knowledge appeared more implicit at faster stimulus presentation speeds and more explicit at slower speeds. In Chapter 6 we investigated the electrophysiological correlates of implicit and explicit knowledge in visual statistical learning. There were no differences in in ERPs between implicitly and explicitly-learned stimuli in either learners or non-learners within our sample. However, we found suggestions that a learning effect may be present and detectable through the ERPs in the absence of above-chance behavioural performance. This PhD builds on, and extends, the existing literature, and sheds light on the theoretical and methodological challenges inherent to the behavioural approach in statistical learning. We put forward the hypothesis that knowledge measured behaviourally tends to become more explicit, the greater the learning effect, and that contradictions between measures of conscious knowledge arise in the presence of low learning. We explore promising approaches for future research to advance knowledge about statistical learning and the type of knowledge acquired, and we make a case for the use of combined electrophysiological and behavioural methods

Psychological Engagement in Choice and Judgment Under Risk and Uncertainty

Theories of choice and judgment assume that agents behave rationally, choose the higher expected value option, and evaluate the choice consistently (Expected Utility Theory, Von Neumann, & Morgenstern, 1947). However, researchers in decision-making showed that human behaviour is different in choice and judgement tasks (Slovic & Lichtenstein, 1968; 1971; 1973). In this research, we propose that psychological engagement and control deprivation predict behavioural inconsistencies and utilitarian performance with judgment and choice. Moreover, we explore the influences of engagement and control deprivation on agent’s behaviours, while manipulating content of utility (Kusev et al., 2011, Hertwig & Gigerenzer 1999, Tversky & Khaneman, 1996) and decision reward (Kusev et al, 2013, Shafir et al., 2002)

Jornadas Nacionales de Investigación en Ciberseguridad: actas de las VIII Jornadas Nacionales de Investigación en ciberseguridad: Vigo, 21 a 23 de junio de 2023

Jornadas Nacionales de Investigación en Ciberseguridad (8ª. 2023. Vigo)atlanTTicAMTEGA: Axencia para a modernización tecnolóxica de GaliciaINCIBE: Instituto Nacional de Cibersegurida

Serotonergic modulation of the ventral pallidum by 5HT1A, 5HT5A, 5HT7 AND 5HT2C receptors

Introduction: Serotonin's involvement in reward processing is controversial. The large number of serotonin receptor sub-types and their individual and unique contributions have been difficult to dissect out, yet understanding how specific serotonin receptor sub-types contribute to its effects on areas associated with reward processing is an essential step. Methods: The current study used multi-electrode arrays and acute slice preparations to examine the effects of serotonin on ventral pallidum (VP) neurons. Approach for statistical analysis: extracellular recordings were spike sorted using template matching and principal components analysis, Consecutive inter-spike intervals were then compared over periods of 1200 seconds for each treatment condition using a student’s t test. Results and conclusions: Our data suggests that excitatory responses to serotonin application are pre-synaptic in origin as blocking synaptic transmission with low-calcium aCSF abolished these responses. Our data also suggests that 5HT1a, 5HT5a and 5HT7 receptors contribute to this effect, potentially forming an oligomeric complex, as 5HT1a antagonists completely abolished excitatory responses to serotonin application, while 5HT5a and 5HT7 only reduced the magnitude of excitatory responses to serotonin. 5HT2c receptors were the only serotonin receptor sub-type tested that elicited inhibitory responses to serotonin application in the VP. These findings, combined with our previous data outlining the mechanisms underpinning dopamine's effects in the VP, provide key information, which will allow future research to fully examine the interplay between serotonin and dopamine in the VP. Investigation of dopamine and serotonins interaction may provide vital insights into our understanding of the VP's involvement in reward processing. It may also contribute to our understanding of how drugs of abuse, such as cocaine, may hijack these mechanisms in the VP resulting in sensitization to drugs of abuse

Using Cognitive Behavioural Therapies (CBT) approaches with student teachers: preventative approaches for supporting young people post covid

The wellbeing and mental health of teachers and pupils is slowly becoming an important part of settings and schools. Jones (2020) identifies that it is necessary for a whole school to adopt a cultural shift that encompasses wellbeing at the heart of its agenda. The wellbeing of adults and pupils is inextricably linked (Harding et al., 2019), and when teaching about wellbeing it is difficult to separate as factors that impact on adults, and also on pupils. This is why some of the activities included in this session will support both adults and children. The World Health Organisation (WHO, 2012) states that mental health disorders cannot be separated from human rights issues. The vulnerability of a person to mental health conditions will be increased if their lives are linked to certain risk factors. These might include: loneliness lack of education poverty malnutrition bullying racial/sexual harassment exposure to aggression, violence and trauma abuse power imbalances early childhood experiences It is therefore important that while establishing understanding of our own wellbeing we also work on approaches to prevention, particularly if we know that we are at risk. Graham and Truscott (2020) consider wellbeing as an inter-related term that includes many of the above factors. It is an individual responsibility to understand what drives our own wellbeing, as well as acknowledging the impact of risk factors/environment (Borrelli et al., 2014). During and post pandemic, I have been working with student teachers on their ability to manage their own wellbeing, and in turn, to understand the impact on pupils and families in schools. I have used a wellbeing module approach to implement CBT activities to develop preventative strategies, and raising awareness of their triggers and responses. Learning Objectives By the end of the class participants will be able to: 1. Consider how to encourage the concept of resilience as a ‘fuel’ for better mental health in students/young people/children. 2.Develop an understanding of how to promote responsibility for personal well-being and mental health in students/young people/children 3. Have knowledge of support mechanisms and be updated on current legislation regarding well-being and mental health