Adding Salt to Pepper: A Structured Security Assessment over a Humanoid Robot

The rise of connectivity, digitalization, robotics, and artificial intelligence (AI) is rapidly changing our society and shaping its future development. During this technological and societal revolution, security has been persistently neglected, yet a hacked robot can act as an insider threat in organizations, industries, public spaces, and private homes. In this paper, we perform a structured security assessment of Pepper, a commercial humanoid robot. Our analysis, composed by an automated and a manual part, points out a relevant number of security flaws that can be used to take over and command the robot. Furthermore, we suggest how these issues could be fixed, thus, avoided in the future. The very final aim of this work is to push the rise of the security level of IoT products before they are sold on the public market.Comment: 8 pages, 3 figures, 4 table

Assessing and augmenting SCADA cyber security: a survey of techniques

SCADA systems monitor and control critical infrastructures of national importance such as power generation and distribution, water supply, transportation networks, and manufacturing facilities. The pervasiveness, miniaturisations and declining costs of internet connectivity have transformed these systems from strictly isolated to highly interconnected networks. The connectivity provides immense benefits such as reliability, scalability and remote connectivity, but at the same time exposes an otherwise isolated and secure system, to global cyber security threats. This inevitable transformation to highly connected systems thus necessitates effective security safeguards to be in place as any compromise or downtime of SCADA systems can have severe economic, safety and security ramifications. One way to ensure vital asset protection is to adopt a viewpoint similar to an attacker to determine weaknesses and loopholes in defences. Such mind sets help to identify and fix potential breaches before their exploitation. This paper surveys tools and techniques to uncover SCADA system vulnerabilities. A comprehensive review of the selected approaches is provided along with their applicability

Opportunities to Learn Mathematics Pedagogy and Connect Classroom Learning to Practice: A Study of Future Teachers in the United States and Singapore

In this study, we conducted secondary analyses using the TEDS-M database to explore future mathematics specialists teachers’ opportunities to learn (OTL) how to teach mathematics. We applied latent class analysis techniques to differentiate among groups of prospective mathematics specialists with potentially different OTL mathematics pedagogy within the United States and Singapore. Within the United States, three subgroups were identified: (a) Comprehensive OTL, (b) Limited OTL, and (c) OTL Mathematics Pedagogy. Within Singapore, four subgroups were identified: (a) Comprehensive OTL, (b) Limited Opportunities to Connect Classroom Learning with Practice, (c) OTL Mathematics Pedagogy, and (d) Basic OTL. Understanding the opportunities different prospective teachers had to learn from and their experiences with different components of instructional practice in university and practicum settings has implications for teacher preparation programs

Influence of an Intermediary Base on the Micro leakage of Simulated Class II Composite Resin Restorations

The aim of this in vitro study was to qualitatively and quantitatively evaluate the microleakage of Class II cavities restored with a methacrylate-based composite (Filtek Z250, 3M ESPE) or silorane-based composite (Filtek LS, 3M ESPE), varying the application of an intermediary base, using a low-viscosity composite resin (Filtek Z350 Flow, 3M ESPE) or resinmodified glass ionomer cement (RMGIC) (Vitrebond, 3M ESPE) and no intermediary base (control groups). Sixty cavities were prepared on the proximal surfaces of bovine teeth and were randomly divided according to the experimental groups (n=10). Following the restorative procedures and thermocycling, the samples were immersed in methylene blue for two hours. The qualitative evaluation was made using a stereomicroscope, whereby two observers analyzed the infiltration level of the dye within the tooth/filling. Microleakage scores among the groups were compared using the Kruskal-Wallis test followed by the Mann-Whitney test (p <= 0.05). The samples were then ground and the powder was prepared for quantitative analysis in an absorbance spectrophotometer. The results were statistically analyzed by analysis of variance and the Tukey test (p <= 0.05). Results from the quantitative analysis showed that LS presented higher values of microleakage than did Z250. There was a significant difference between both composites concerning the intermediary materials, with the lowest values obtained using RMGIC as an intermediary base. Results from the qualitative analysis showed that there were no statistically significant differences between composites; however, there were significant differences for both composites concerning the intermediary materials, with the lowest values obtained using RMGIC as an intermediary. It is possible to conclude that using RMGIC as an intermediary base provided lower microleakage, indicating better sealing of the tooth-restoration interface.39330130

Teaching using contextualised and decontextualised representations: examining the case of differential calculus through a comparative judgement technique

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.An ongoing debate concerns whether novel mathematical concepts are better learned using contextualised or decontextualised representations. A barrier to resolving this debate, and therefore to progress in the discipline, has been the paucity of validated methods of measuring students’ understanding of mathematical concepts. We developed an innovative and efficient method for measuring, in experimental settings, students’ understanding of any mathematical concept using comparative judgement. We demonstrate the method by applying it to the comparison of learning outcomes from two teaching conditions. Participants (260 15–16 year olds across six schools) were introduced to differential calculus using contextualised or decontextualised representations. We then assessed participants’ comparative conceptual understanding of derivatives. We found evidence that contextualised and decontextualised representations were equally effective at promoting student learning in this context. The assessment method yielded valid and reliable results, suggesting that it offers a robust and efficient approach for the problem of assessing conceptual understanding in experimental or other comparative settings