Improving SIEM for critical SCADA water infrastructures using machine learning

Network Control Systems (NAC) have been used in many industrial processes. They aim to reduce the human factor burden and efficiently handle the complex process and communication of those systems. Supervisory control and data acquisition (SCADA) systems are used in industrial, infrastructure and facility processes (e.g. manufacturing, fabrication, oil and water pipelines, building ventilation, etc.) Like other Internet of Things (IoT) implementations, SCADA systems are vulnerable to cyber-attacks, therefore, a robust anomaly detection is a major requirement. However, having an accurate anomaly detection system is not an easy task, due to the difficulty to differentiate between cyber-attacks and system internal failures (e.g. hardware failures). In this paper, we present a model that detects anomaly events in a water system controlled by SCADA. Six Machine Learning techniques have been used in building and evaluating the model. The model classifies different anomaly events including hardware failures (e.g. sensor failures), sabotage and cyber-attacks (e.g. DoS and Spoofing). Unlike other detection systems, our proposed work helps in accelerating the mitigation process by notifying the operator with additional information when an anomaly occurs. This additional information includes the probability and confidence level of event(s) occurring. The model is trained and tested using a real-world dataset

Retaining Bargained-for Finality and Judicial Review in Labor Arbitration Decisions: Dual Interests Preserved in Major League Baseball Players Association v. Garvey - Major League Baseball Players Assn. v. Garvey

Arbitration has for years been the principal means of labor dispute resolution. As a part of labor contracts, workers agree to arbitrate disputes with their employers, bargaining for this forum as their choice method of dispute resolution. Occasionally, however, the decision of an arbitrator strays far from what a court believes the outcome of the dispute between employer and employee should be. In these cases, a conflict arises between the finality and stability of the bargained-for arbitrator\u27s decision and the need for judicial upset of clearly errant arbitral decision

Cost-Benefit Analysis of the KiVa Anti-Bullying Program in the Netherlands

This study performs a cost-benefit analysis of the implementation of the KiVa anti-bullying program in the Netherlands. Specifically, it addressed whether the expected benefits of KiVa for victims in terms of lifetime income are greater than the costs that are made for implementing the program. The KiVa intervention was examined in a randomized controlled trial in the Netherlands in 2012–2014 in 98 Dutch primary schools (target grades US-level 3–4, 8 to 9 years old). A model-based approach was applied to the effects for the expected income for prevented victims, which is a long-term outcome that can be quantified. The estimated costs and benefits of implementing KiVa were used to estimate the return-on-investment (ROI) that indicated the expected benefits per euro invested. Investing in KiVa in the Netherlands generated an ROI of €4.04–€6.72, indicating that it is good value for money to invest in KiVa. The chosen estimates in this study were deemed conservative; on the cost side, it was assumed that schools maximally implement KiVa (thus, maximum costs), and on the benefit side, only the expected income effect for victims was included to the model. Quantifying and incorporating other outcomes (i.e., depression, anxiety, psychiatric problems, not only for victims but also for bullies, bystanders, parents, teachers) may further increase the ROI for this intervention

Positive and Negative Leadership in Late Childhood:Similarities in Individual but Differences in Interpersonal Characteristics

Previous research has shown that leadership is associated not only with positive but also with negative characteristics and behaviors; knowledge of the similarities and differences between positive and negative leaders remains insufficient. This study aimed to examine (1) the existence of different subtypes of leaders and (2) to what extent these leaders differed on individual and interpersonal characteristics. The sample contained 9213 students in grades 3–6 (Dutch grades 5–8), from 392 classrooms in 98 schools (50.3% girls, M age = 10.13 ± 1.23 years). Latent profile analysis identified three leader profiles and four non-leader profiles based on peer nominations received for leadership, popularity, and positive (defending) and negative (bullying) behavior: (1) positive leaders, (2) negative leaders, (3) non-popular leaders, (4) popular children, (5) bullies, (6) extreme bullies, and (7) modal children. Multinomial logistic regression showed similarities and differences between positive and negative leaders, as well as between each of these and the other five profiles. Positive leaders were more accepted and less rejected and had more friendships than negative leaders, but the differences in individual characteristics (self-esteem, self-control, and social goals) were less clear. This study demonstrated that 10–15% of the children were perceived as leaders, and that positive leadership became more prevalent in the higher grades. Nevertheless, negative leadership occurred also in the higher grades. Interventions aimed at turning negative leaders into positive leaders may work, because positive and negative leaders do not differ greatly in individual characteristics. Such interventions may improve the relationships of negative leaders with their classmates, which may be good for their likeability (but not at the expense of their popularity) as well as for the social atmosphere in the class as a whole.</p

Working with parents to counteract bullying:A randomized controlled trial of an intervention to improve parent-school cooperation

This study examined the effectiveness of an intervention aimed at improving parent-school cooperation in counteracting bullying. Using a randomized controlled trial, data of teachers, parents of non-victimized children, and children themselves were collected at 13 intervention and 14 control schools (grades 3-6, N at post-assessment: teachers = 83, parents = 153, children = 2,510) at two time points (time lag about 6 months). Results showed positive effects of the intervention for some aspects of the primary outcomes: parents' and teachers' attitudes and efforts, whereas no effects were found of teachers' or parents' competences in counteracting bullying. No intervention effects were found for secondary outcomes: children's self-reported bullying, victimization, well-being, and self-esteem. The findings indicate that, due to the intervention, teachers and parents were more aligned and able to cooperate, even within the short time of the intervention: one school year. This is the first essential step to systematically addressing parents' role in tackling bullying; future research is needed to examine the long-term effects of parent and school interventions in enhancing the effectiveness of anti-bullying programs

A Systematic Review on Primary School Teachers’ Characteristics and Behaviors in Identifying, Preventing, and Reducing Bullying

Despite the expanding body of research on school bullying and interventions, knowledge is limited on what teachers should do to identify, prevent, and reduce bullying. This systematic literature review provides an overview of research on the role of primary school teachers with regard to bullying and victimization. A conceptual framework was developed in line with the Theory of Planned Pehavior, which can serve in further research to facilitate research in investigating the prevention and reduction of bullying. Different elements of this framework were distinguished in categorizing the literature: teachers’ knowledge, attitudes, perceived subjective norms, and self-efficacy, which impacted subsequently the likelihood to intervene, used strategies and programs, and ultimately the bullying prevalence in the classroom. In total, 75 studies complied to the inclusion criteria and were reviewed systematically. The Newcastle–Ottawa Quality Assessment was used to assess the quality of each study, leading to 25 papers with an adequate research design that were discussed in more detail. The approach in this review provides a framework to combine studies on single or multiple elements of a complex theoretical model of which only some parts have been empirically investigated.</p