Dynamic measures of referential communication reveal hidden pragmatic strengths for adolescents with autism spectrum disorder

The ability to communicate effectively and efficiently while maintaining mutual understanding is a fundamental aspect of human-to-human interaction. Studies have shown that individuals with autism spectrum disorder (ASD) face challenges in areas of social communication skills, such as aspects of referential communication; or the ability to refer to things in such a way that a listener will know what the speaker is describing. The current study used data from a preexisting Barrier study to compare the referential communication abilities of school-aged children with ASD to those of neurotypical children (NT). Referential communication was observed during a barrier task, where participants sat across an opaque barrier from a communication partner and used language to refer to objects the partner could not see. Effectiveness and efficiency were coded and characterized quantitatively in the results and qualitatively in the discussion. Effectiveness was observed through the participants\u27 use of strategy-switching, and by the use of uninformative utterances. Measures of efficiency included a subset of strategy switching timing data, as well as the production of redundancies. Results demonstrated that groups did not significantly differ in measures of strategy switching or timing; however, group differences did occur in the use of uninformative and redundant language. By using broad measures that capture communication quality across the entire task, the current honors capstone project builds upon previous research by accounting for the dynamic nature of human-to-human interaction, which relies not only on the behaviors of the speaker but on their interlocutor, and how those behaviors evolve across the interaction

CARI Project Postdoctoral Recruitment - Role, Interview Questions, and Information

These materials were primarily intended for internal recruitment purposes; however, these are made available in the interest informing future police-academia collaborations

Functionality-based application confinement: A parameterised and hierarchical approach to policy abstraction for rule-based application-oriented access controls

Access controls are traditionally designed to protect resources from users, and consequently make access decisions based on the identity of the user, treating all processes as if they are acting on behalf of the user that runs them. However, this user-oriented approach is insufficient at protecting against contemporary threats, where security compromises are often due to applications running malicious code, either due to software vulnerabilities or malware. Application-oriented access controls can mitigate this threat by managing the authority of individual applications. Rule-based application-oriented access controls can restrict applications to only allow access to the specific finely-grained resources required for them to carry out their tasks, and thus can significantly limit the damage that can be caused by malicious code. Unfortunately existing application-oriented access controls have policy complexity and usability problems that have limited their use. This thesis proposes a new access control model, known as functionality-based application confinement (FBAC). The FBAC model has a number of unique features designed to overcome problems with previous approaches. Policy abstractions, known as functionalities, are used to assign authority to applications based on the features they provide. Functionalities authorise elaborate sets of finely grained privileges based on high-level security goals, and adapt to the needs of specific applications through parameterisation. FBAC is hierarchical, which enables it to provide layers of abstraction and encapsulation in policy. It also simultaneously enforces the security goals of both users and administrators by providing discretionary and mandatory controls. An LSM-based (Linux security module) prototype implementation, known as FBAC-LSM, was developed as a proof-of-concept and was used to evaluate the new model and associated techniques. The policy requirements of over one hundred applications were analysed, and policy abstractions and application policies were developed. Analysis showed that the FBAC model is capable of representing the privilege needs of applications. The model is also well suited to automaiii tion techniques that can in many cases create complete application policies a priori, that is, without first running the applications. This is an improvement over previous approaches that typically rely on learning modes to generate policies. A usability study was conducted, which showed that compared to two widely-deployed alternatives (SELinux and AppArmor), FBAC-LSM had significantly higher perceived usability and resulted in significantly more protective policies. Qualitative analysis was performed and gave further insight into the issues surrounding the usability of application-oriented access controls, and confirmed the success of the FBAC model

Generating randomised virtualised scenarios for ethical hacking and computer security education: SecGen implementation and deployment

Computer security students benefit from having hands-on experience with hacking tools and with access to vulnerable systems that they can attack and defend. However, vulnerable VMs are static; once they have been exploited by a student there is no repeatable challenge as the vulnerable boxes never change. A new novel solution, SecGen, has been created and deployed. SecGen solves the issue by creating vulnerable machines with randomised vulnerabilities and services, with constraints that ensure each scenario is catered to specific skills or concepts. SecGen was successfully deployed to generate VMs for a second year undergraduate team module. Future plans are discussed

Gamification for Teaching and Learning Computer Security in Higher Education

In many cases students in higher education are driven by assessments and achievements rather than the “learning journey” that can be achieved through full engagement with provided material. Novel approaches are needed to improve engagement in and out of class time, and to achieve a greater depth of learning. Gamification, “the use of game design elements in nongame contexts”, has been applied to higher education to improve engagement, and research also suggests that serious games can be used for gamesbased learning, providing simulated learning environments and increasing motivation. This paper presents the design and evaluation of a gamified computer security module, with a unique approach to assessed learning activities. Learning activities (many developed as open educational resources (OER)) and an assessment structure were developed. A new free and open source software (FOSS) virtual learning environment (VLE) was implemented, which enables the use of three types of experience points (XP), and a semiautomated marking scheme for timely, clear, transparent, and feedbackoriented marking. The course and VLE were updated and evaluated over two years. Qualitative and descriptive results were positive and encouraging. However, ultimately the increased satisfaction was not found to have statistical significance on quantitative measurements of motivation, and the teaching workload of the gamified module was noteworthy

Student Led Data Recovery Services: Providing Digital Forensics students with relevant work experience

Digital Forensics is a growth market; however, obtaining real world work experience as a student can be challenging due to the high levels of competition, legal, ethical, and confidential aspects of the work. This paper presents a solution to providing students practical work experience that will aid them in obtaining future employment in Forensics. Currently under development at Leeds Beckett University is a student led data recovery service, which will be provided to all staff and students, using mixed level groupings of students. This service is designed to provide a rich, interactive environment that enables students to gain hands-on experience in an unknown and dynamically changing environment. Plans have received positive support from both Faculty Leadership and students. The service is due to start in September 2016

An open cloud-based virtual lab environment for computer security education: A pilot study evaluation of oVirt

Providing an environment that enables students to gain hands-on experience with security tools in rich and complex learning scenarios, while granting them the freedom to experiment with potentially harmful tools, is an issue for many universities and organisations. As is the challenge of enabling students the flexibility to work from home. This paper presents the results of a pilot study of our proposed solution based on oVirt. Opportunities for improvements are identified, and it is concluded that oVirt is a feasible platform on which to build a lab environment for teaching computer security

Source Camera Identification using Non-decimated Wavelet Transform

Source Camera identification of digital images can be performed by matching the sensor pattern noise (SPN) of the images with that of the camera reference signature. This paper presents a non-decimated wavelet based source camera identification method for digital images. The proposed algorithm applies a non-decimated wavelet transform on the input image and split the image into its wavelet sub-bands. The coefficients within the resulting wavelet high frequency sub-bands are filtered to extract the SPN of the image. Cross correlation of the image SPN and the camera reference SPN signature is then used to identify the most likely source device of the image. Experimental results were generated using images of ten cameras to identify the source camera of the images. Results show that the proposed technique generates superior results to that of the state of the art wavelet based source camera identification