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In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

Developers often spend time to determine whether test case failures are real failures or flaky. The flaky tests, known as non-deterministic tests, change their outcomes without any changes in the codebase, thus reducing the trust of developers during a software release as well as in the quality of a product. While rerunning test cases is a common approach, it is resource intensive, unreliable, and does not uncover the actual cause of test flakiness. Our paper evaluates an approach to identify randomness-related flaky. This paper used a divergence algorithm and execution tracing techniques to identify flaky tests, which resulted in the FLAKYPY prototype. In addition, this paper discusses the cases where FLAKYPY successfully identified the flaky test as well as those cases where FLAKYPY failed. The papers discuss how the reporting mechanism of FLAKYPY can help developers in identifying the root cause of randomness-related test flakiness. Thirty-two open-source projects were used in this. We concluded that FLAKYPY can detect most of the randomness-related test flakiness. In addition, the reporting mechanism of FLAKYPY reveals sufficient information about possible root causes of test flakiness.

In this paper we are interested in the fine-grained complexity of determining whether there is an homomorphism from an input graph G to a fixed graph H (the H-coloring problem). The starting point is the observation that these problems can be formulated in the language of CSPs, and that (partial) polymorphisms of binary relations are of paramount importance in the study of complexity classes of such CSPs. Thus, we first investigate the expressivity of binary symmetric relations E-H and their corresponding (partial) polymorphisms pPol(E-H). For irreflexive graphs we observe that there is no pair of graphs H and H such that pPol(E-H) subset of pPol(E-H), unless E-H = theta or H = H. More generally we show the existence of an nary relation R whose partial polymorphisms strictly subsume those of H and such that CSP(R) is NP-complete if and only if H contains an odd cycle of length at most n. Motivated by this we also describe the sets of total polymorphisms of every nontrivial clique, every odd cycle, as well as certain cores. We finish the paper with some noteworthy questions for future research.

In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

In this full research paper we examine questionable collaboration from a student perspective. Collaborating while solving computer lab assignments is often considered an important part when learning computer science, as it allows students to discuss their work, while also practicing working together. However, it also introduces risks, such as students collaborating in ways negatively impacting their learning outcomes and leading to inaccurate grading. Hence it is important to work towards reducing the use of these poor collaborative practices. In order to ameliorate the problem with academic misconduct, we need to understand students’ justifications for deviating from acceptable practices. In this paper we therefore investigate how students justify their collaborative practices during computer lab assignments in situations they experience as questionable. The justifications were collected through 15 semi-structured interviews with students experienced in pair programming, majoring in computer science and other technical fields from two large well-known European universities.The justifications from the interviews were analysed using phenomenography resulting in seven categories: external pressure, lack of interest, spending time on the assignment, understanding the end product, contributing to the process, learning from the assignment and reflecting on the purpose of the learning. These describe in which situations students might deviate from the rules and can be used by institutions to prevent such behavior.

The emergence of large language models and conversational front-ends such as ChatGPT is revolutionizing many software engineering activities. The extent to which such technologies can help with requirements engineering activities, especially the ones surrounding modeling, however, remains to be seen. This paper reports on early experimental results on the potential use of GPT-4 in the latter context, with a focus on the development of goal-oriented models. We first explore GPT-4s current knowledge and mastering of a specific modeling language, namely the Goal-oriented Requirement Language (GRL). We then use four combinations of prompts with and without a proposed textual syntax, and with and without contextual domain knowledge to guide the creation of GRL models for two case studies. The first case study focuses on a well-documented topic in the goal modeling community (Kids Help Phone), whereas the second one explores a context for which, to our knowledge, no public goal models currently exist (Social Housing). We explore the interactive construction of a goal model through specific follow-up prompts aimed to fix model issues and expand on the model content. Our results suggest that GPT-4 preserves considerable knowledge on goal modeling, and although many elements generated by GPT-4 are generic, reflecting what is already in the prompt, or even incorrect, there is value in getting exposed to the generated concepts, many of which being non-obvious to stakeholders outside the domain. Furthermore, aggregating results from multiple runs yields a far better outcome than from any individual run., Funding Agencies|NSERC Discovery/Discovery Accelerator programs; FRQNT-B2X project [319955, IT30340]; Wallenberg AI, Aut. Systems & Software Program (WASP), Sweden

When developing aeroderivative gas turbines at Siemens Energy, engine models are subject to complex simulation campaigns for finite element analysis carried out by a legacy simulation tool. This paper presents results of a multi-year software modernization project to provide a software-as-a-service (SaaS) framework that enables the distributed and automated execution of simulation jobs over a hybrid cloud platform containing both private cloud and public cloud nodes. Our framework allows to significantly reduce the net time required for completing complex simulation campaigns, thus increasing the effectiveness of engineers. The performance of our framework is evaluated in various cloud configurations with complex simulation campaigns performed in the context of a real simulation task., Funding Agencies|Siemens [Ca CRDPJ 513922-17 X-247371]; NSERC [CRDPJ 513922-17 X-247323]; Wallenberg AI, Autonomous Systems and Software Program (WASP), Sweden

Climate change is tightly coupled to the usage of energy in differentforms. Creating and using sustainable energy solutions is increasinglybeing recognized as the greatest challenge of our time. Theenergy crisis concerns everyone who consumes energy or servicesthat rely on energy to be performed, in practice almost everythingwe buy. However, the temporal and psychological distance to climatechange has led to a situation where the consequences of ourenergy usage often is considered a future problem or “someoneelse’s” problem. Current methods to increase awareness and understandingof climate change and the need to create sustainableenergy solutions are usually based on simulation or negotiationgames. Methods similar to crisis management exercises are uncommon.In this paper, we propose to use Megagames, large scale socialgames, as a method for increasing the awareness of the challengesrelated to creating sustainable energy solutions. Examples fromtwo Megagame test runs are provided and discussed.

This paper addresses the pressing concern of traffic safety by focusing on the optimization of vehicle cruise control systems. While traditional control techniques have been widely employed, their design procedures can be time-consuming and suboptimal. To overcome these limitations, metaheuristic algorithms have been introduced as promising solutions for complex optimization problems. In this study, an improved Runge Kutta optimizer (IRUN) is developed and applied to enhance the control performance of a real PID plus second-order derivative (RPIDD2) controller for vehicle cruise control systems. The IRUN optimizer incorporates advanced strategies such as quadratic interpolation, Laplacian segment mutation, Levy flight, and information-sharing-based local search mechanisms. By integrating these strategies, the IRUN algorithm demonstrates enhanced optimization capabil-ities, making it well-suited for tuning the controller. The proposed approach utilizes a master-slave system, where the ideal reference model sets the desired response and the RPIDD2 controller adjusts its parameters accordingly. The integral of the square error is employed as the objective function to evaluate the control sys-tems performance. Statistical analyses, convergence analyses, and stability evaluations and robustness analysis are performed to demonstrate the effectiveness of the IRUN-based RPIDD2 controller. Comparative studies are conducted against established approaches using PID, fractional-order PID (FOPID), and RPIDD2 controllers, showcasing the superiority and effectiveness of the proposed approach. Overall, this paper presents a compre-hensive study on enhancing the time-domain performance and stability of vehicle cruise control systems, providing significant improvements in control accuracy and efficiency. The subsequent sections delve into the proposed approach, experimental setup, and obtained results, further emphasizing the significance and potential impact of this research.

Mobile networks have grown in size and relevance, with novel applications in areas including transportation, finance, and health. The wide use of mobile networks generates rich data about users, raising interest in using such data for law enforcement and antiterrorism through Lawful Interception (LI). Countries worldwide have established legal frameworks to conduct LI, and technical standards have been created for its implementation and deployment, but without sufficient (and rigorous) security controls. While LI originated for benign purposes, we show in this paper that malicious entities could exploit it to frame users into suspicion of criminal activity. Further, we propose a solution for non-frameability, which we formally prove uphold desired properties even in scenarios where attackers completely infiltrate the operator networks. To perform the formal verification, we extend prior work with a more complete model of the fifth generation (5G) of mobile networks in the Tamarin prover.

Attacks against Supervisory Control and Data Acquisition (SCADA) systems operating critical infrastructures have largely appeared in the past decades. There are several anomaly detection systems that model the traffic of request-response mechanisms, where a client initiates a request to a server and the server sends back a response later. However, many modern SCADA protocols also allow server-driven traffic without a paired request, and anomaly detection for server-driven traffic has not been well-studied. This paper provides a comprehensive understanding of server-driven traffic across different protocols, such as MMS, Siemens S7, S7-plus, and IEC 60870-5-104 (IEC-104), with traffic analysis. The analysis results show that the common postulation of periodicity and correlation within SCADA traffic holds true for most of the analyzed datasets. The paper then proposes a Multivariate Correlation Anomaly Detection (MCAD) approach for server-driven traffic that presents complicated correlations among flows. The proposed approach is compared with a univariate correlation anomaly detection approach designed for SCADA and a general purpose anomaly detection approach based on neural network techniques. These approaches are tested with an IEC-104 dataset from a real power utility with injected timing perturbations resulting from a Stuxnet-like stealthy attack scenario. The detection accuracy of MCAD outperforms the compared methods and the time-to-detection performance is promising., Funding Agencies|Swedish Civil Contingencies Agency (MSB) through the RICS project

Mobile networks have grown in size and relevance, with novel applications in areas including transportation, finance, and health. The wide use of mobile networks generates rich data about users, raising interest in using such data for law enforcement and antiterrorism through Lawful Interception (LI). Countries worldwide have established legal frameworks to conduct LI, and technical standards have been created for its implementation and deployment, but without sufficient (and rigorous) security controls. While LI originated for benign purposes, we show in this paper that malicious entities could exploit it to frame users into suspicion of criminal activity. Further, we propose a solution for non-frameability, which we formally prove uphold desired properties even in scenarios where attackers completely infiltrate the operator networks. To perform the formal verification, we extend prior work with a more complete model of the fifth generation (5G) of mobile networks in the Tamarin prover.

In today’s team-based and distributed workplaces, engineers who work together to solve complex technical challenges require technical competencies but also require other engineering professional skills, e.g., the ability to work in multidisciplinary teams, the ability to deal with social issues, and self-awareness. Therefore, engineering educational programs need to prepare students for the demands of their future workplaces. The COVID-19 pandemic required changes in education, one of which was to switch to a distance-learning mode. Teaching professional skills for engineering students was already challenging, and it became even harder during the COVID-19 pandemic with the demand for distance-based learning through online courses. Transitioning to an online delivery format typically requires substantial re-tooling of traditional courses. Our study is based on converting an eight-week on-campus professional skills course, where the physical meeting had been a central component of the pedagogy, to an online course during the COVID-19 pandemic. Four professional skill topics were taught in the course. 74 students signed up for the course and 87% completed the course. In the paper we discuss both positive and potentially problematic aspects of online courses for teaching professional skills in engineering education.

This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

This paper continues previous efforts in understanding the problemsstudents face when learning concurrency. In this paper, weexplore students’ understanding of the subject using phenomenographyin order to gain insights that can aid in explaining the underlyingcauses for common student mistakes in concurrency, whichhas been studied in depth previously. Students’ experience of concurrencyand critical sections were analyzed using a phenomenographicstudy based on interviews with students attending one oftwo courses on concurrency and operating systems. We present6 categories describing students’ experience of concurrency, and4 categories describing students’ experience of critical sections inthis paper. Furthermore, these categories are related to previousresults, both to explore how misconceptions in the categores relateto student mistakes and to estimate how common it is for eachcategory to be discerned.

This paper proposes a novel placement technique based on the improved golden jackal optimization (IGJO) algorithm for multiple capacitor banks (CBs) and multi-type DGs in a distribution network considering single and multi-objective problems. The proposed algorithm incorporates memory-based equations and random walk strategy to enhance the performance of the recent golden jackal optimization in terms of accuracy and convergence speed. The optimization problem is formulated as a weighted multi-objective that seeks to enhance the voltage profiles, boost stability, and minimize the total active power loss. An index named reactive loss sensitivity (QLSI) is also employed with the developed IGJO to identify the candidate nodes for the DGs and CBs installation to reduce the search space of the optimization algorithm. The robustness of the developed IGJO algorithm is evaluated through the CEC 2020 benchmark functions, and a comparison study is conducted with the original GJO and the other nine fresh competitors using various statistical tests to confirm its dominance and superiority. Then, the proposed IGJO is implemented in single and multi-objectives for the optimal deployment of multiple CBs individually and simultaneously with multiple DGs with different operating modes to enhance the performance of the IEEE 69-bus radial distribution system (RDS). The fetched outcomes are compared with the original GJO, weevil optimizer algorithm (WeevilOA), skill optimization algorithm (SOA), and Tasmanian devil optimization (TDO) to further measure its efficacy using different statistical tests. The IGJO algorithm is also applied to deploy multiple DGs for the IEEE 118-bus RDS with the aim of minimizing active loss. The simulation findings affirmed that the proposed IGJO technique beats the other rivals in all investigated situations, qualifying for the optimal inclusion of DGs in the presence of generation and demand uncertainties. Specifically, the integration of three units of CB

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.

Vehicular networks will enable a range of novel applications to enhance road traffic efficiency, safety, and reduce fuel consumption. As for other cyber-physical systems, security is essential to the deployment of these applications and standardisation efforts are ongoing. In this paper, we perform a systematic security evaluation of a vehicular platooning protocol through a thorough analysis of the protocol and security standards. We tackle the complexity of the resulting model with a proof strategy based on a relation on keys. The key relation forms a partial order, which encapsulates both secrecy and authenticity dependencies. We show that our order-aware approach makes the verification feasible and proves authenticity properties along with secrecy of all keys used throughout the protocol.

The expansion of mobile network capabilities throughout the decades has increased peoples exposure to the digital world, and the next generations of communication networks are expected to achieve ubiquitous connectivity and immersive use cases. Security and privacy concerns have arisen and are continuously taken into account in the design of mobile networks. However, a relevant limitation currently lies in the use of shared secrets for providing security and privacy to users. Ideally, we believe that users identities should be immune to impersonation as long as their own devices remain secure, notwithstanding the network operators and other entities potentially being compromised. In this paper, we develop this idea with the objective of providing the non-repudiation property, which represents a mitigation to its dual, impersonation.

Cyber-Physical Systems are ever-increasing in complexity and new methods and tools for developing them are needed. To support these highly dynamic systems, increasing the flexibility of the modeling languages is desirable. This paper proposes and examines a Modelica language extension to support dynamic overconstrained graphs with reconfiguration at runtime. Two applications of this new feature are also discussed: synchronous AC power systems and incompressible fluid networks. Reported findings suggest that supporting dynamic overconstrained graphs might yield performance benefits and provide the possibility of simulating systems that can not currently be simulated in existing Modelica tools.

Trusted execution environments like Intel SGX allow developers to protect sensitive code in so-called enclaves. These enclaves protect their code and data even in the cases of a compromised OS. However, such enclaves have also been shown to be vulnerable to numerous side-channel attacks. In this paper we propose an idea of self-monitoring enclaves and investigate the viability of using performance counters to detect a side-channel attacks against Intel SGX, specifically the Load Value Injection (LVI) class of attacks. We characterize the footprint of three LVI attack variants and design a prototype detection mechanism. The results show that certain attack variants could be reliably detected using this approach without false positives for a range of benign applications. The results also demonstrate reasonable levels of speed and overhead for the detection mechanism. Finally, we list four requirements for making self-monitoring based on such a detection mechanism feasible and point out that three of them are not satisfied in Intel SGX., Funding Agencies|national project RICS (Resilient Information and Control Systems) - Swedish Civil Contingencies Agency (MSB)

Time-Sensitive Networking (TSN) is a set of IEEE 802.1 technologies that support real-time and reliable Ethernet communication, commonly used in automotive and industrial automation systems. Time-aware scheduling is adopted in TSN to achieve high temporal predictability. In this paper, we demonstrate that such a scheduling solution alone does not always meet all timing requirements and must be combined with network preemption support. We propose an SMT-based synthesis method for preemptive time-triggered scheduling and routing in TSN. Our experiments demonstrate that schedulability is improved significantly when using frame preemption compared to a standard time-triggered message scheduling approach.

Thom Fruhwirth presented a short, elegant, and efficient Prolog program for the n queens problem. However, the program may be seen as rather tricky and one may not be convinced about its correctness. This paper explains the program in a declarative way and provides proofs of its correctness and completeness. The specification and the proofs are declarative, that is they abstract from any operational semantics. The specification is approximate, it is unnecessary to describe the programs semantics exactly. Despite the program works on non-ground terms, this work employs the standard semantics, based on logical consequence and Herbrand interpretations. Another purpose of the paper is to present an example of precise declarative reasoning about the semantics of a logic program.

Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optionel" standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.

Microservice architectures decompose applications into individual components for enhanced maintainability and horizontal scaling, but also comes with an increased cost for orchestrating the services. Software-Defined Networks (SDNs) enables the dynamic configuration of network switches using controllers. In this paper we propose a microservice architecture that leverages SDN to orchestrate the microservices with the goal of reducing the orchestration latency cost. We perform a set of experiments using Mininet in which we implement a tailor-made microservice application that uses SDN for orchestration in combination with a set of different controllers and load balancers. Our results show that our proposed architecture performs in the same order of magnitude as a corresponding monolithic system.

Wild horse optimizer (WHO) is a recently proposed metaheuristic algorithm that simulates the social behavior of wild horses in nature. Although WHO shows competitive performance compared to some algorithms, it suffers from low exploitation capability and stagnation in local optima. This paper presents an improved wild horse optimizer (IWHO), which incorporates three improvements to enhance optimizing capability. The main innovation of this paper is to put forward the random running strategy (RRS) and the competition for waterhole mechanism (CWHM). The random running strategy is employed to balance exploration and exploitation, and the competition for waterhole mechanism is proposed to boost exploitation behavior. Moreover, the dynamic inertia weight strategy (DIWS) is utilized to optimize the global solution. The proposed IWHO is evaluated using twenty-three classical benchmark functions, ten CEC 2021 test functions, and five real-world optimization problems. High-dimensional cases (D = 200, 500, 1000) are also tested. Comparing nine well-known algorithms, the experimental results of test functions demonstrate that the IWHO is very competitive in terms of convergence speed, precision, accuracy, and stability. Further, the practical capability of the proposed method is verified by the results of engineering design problems., Funding Agencies|Sanming University [21YG01, 20YG14]; National Natural Science Foundation Breeding Project [PYT2103, PYT2105]; Fujian Natural Science FoundationNatural Science Foundation of Fujian Province [2021J011128]; Guiding Science and Technology Projects in Sanming City [2021-S-8]; Educational Research Projects of Young and Middle-Aged Teachers in Fujian Province [JAT200618]; Scientific Research and Development Fund of Sanming University [B202009]; Open Research Fund Program of Fujian Provincial Key Laboratory of Agriculture Internet of Things Application [ZD2101]

Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optionel" standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.

Wild horse optimizer (WHO) is a recently proposed metaheuristic algorithm that simulates the social behavior of wild horses in nature. Although WHO shows competitive performance compared to some algorithms, it suffers from low exploitation capability and stagnation in local optima. This paper presents an improved wild horse optimizer (IWHO), which incorporates three improvements to enhance optimizing capability. The main innovation of this paper is to put forward the random running strategy (RRS) and the competition for waterhole mechanism (CWHM). The random running strategy is employed to balance exploration and exploitation, and the competition for waterhole mechanism is proposed to boost exploitation behavior. Moreover, the dynamic inertia weight strategy (DIWS) is utilized to optimize the global solution. The proposed IWHO is evaluated using twenty-three classical benchmark functions, ten CEC 2021 test functions, and five real-world optimization problems. High-dimensional cases (D = 200, 500, 1000) are also tested. Comparing nine well-known algorithms, the experimental results of test functions demonstrate that the IWHO is very competitive in terms of convergence speed, precision, accuracy, and stability. Further, the practical capability of the proposed method is verified by the results of engineering design problems., Funding Agencies|Sanming University [21YG01, 20YG14]; National Natural Science Foundation Breeding Project [PYT2103, PYT2105]; Fujian Natural Science FoundationNatural Science Foundation of Fujian Province [2021J011128]; Guiding Science and Technology Projects in Sanming City [2021-S-8]; Educational Research Projects of Young and Middle-Aged Teachers in Fujian Province [JAT200618]; Scientific Research and Development Fund of Sanming University [B202009]; Open Research Fund Program of Fujian Provincial Key Laboratory of Agriculture Internet of Things Application [ZD2101]

Wild horse optimizer (WHO) is a recently proposed metaheuristic algorithm that simulates the social behavior of wild horses in nature. Although WHO shows competitive performance compared to some algorithms, it suffers from low exploitation capability and stagnation in local optima. This paper presents an improved wild horse optimizer (IWHO), which incorporates three improvements to enhance optimizing capability. The main innovation of this paper is to put forward the random running strategy (RRS) and the competition for waterhole mechanism (CWHM). The random running strategy is employed to balance exploration and exploitation, and the competition for waterhole mechanism is proposed to boost exploitation behavior. Moreover, the dynamic inertia weight strategy (DIWS) is utilized to optimize the global solution. The proposed IWHO is evaluated using twenty-three classical benchmark functions, ten CEC 2021 test functions, and five real-world optimization problems. High-dimensional cases (D = 200, 500, 1000) are also tested. Comparing nine well-known algorithms, the experimental results of test functions demonstrate that the IWHO is very competitive in terms of convergence speed, precision, accuracy, and stability. Further, the practical capability of the proposed method is verified by the results of engineering design problems., Funding Agencies|Sanming University [21YG01, 20YG14]; National Natural Science Foundation Breeding Project [PYT2103, PYT2105]; Fujian Natural Science FoundationNatural Science Foundation of Fujian Province [2021J011128]; Guiding Science and Technology Projects in Sanming City [2021-S-8]; Educational Research Projects of Young and Middle-Aged Teachers in Fujian Province [JAT200618]; Scientific Research and Development Fund of Sanming University [B202009]; Open Research Fund Program of Fujian Provincial Key Laboratory of Agriculture Internet of Things Application [ZD2101]

Wild horse optimizer (WHO) is a recently proposed metaheuristic algorithm that simulates the social behavior of wild horses in nature. Although WHO shows competitive performance compared to some algorithms, it suffers from low exploitation capability and stagnation in local optima. This paper presents an improved wild horse optimizer (IWHO), which incorporates three improvements to enhance optimizing capability. The main innovation of this paper is to put forward the random running strategy (RRS) and the competition for waterhole mechanism (CWHM). The random running strategy is employed to balance exploration and exploitation, and the competition for waterhole mechanism is proposed to boost exploitation behavior. Moreover, the dynamic inertia weight strategy (DIWS) is utilized to optimize the global solution. The proposed IWHO is evaluated using twenty-three classical benchmark functions, ten CEC 2021 test functions, and five real-world optimization problems. High-dimensional cases (D = 200, 500, 1000) are also tested. Comparing nine well-known algorithms, the experimental results of test functions demonstrate that the IWHO is very competitive in terms of convergence speed, precision, accuracy, and stability. Further, the practical capability of the proposed method is verified by the results of engineering design problems., Funding Agencies|Sanming University [21YG01, 20YG14]; National Natural Science Foundation Breeding Project [PYT2103, PYT2105]; Fujian Natural Science FoundationNatural Science Foundation of Fujian Province [2021J011128]; Guiding Science and Technology Projects in Sanming City [2021-S-8]; Educational Research Projects of Young and Middle-Aged Teachers in Fujian Province [JAT200618]; Scientific Research and Development Fund of Sanming University [B202009]; Open Research Fund Program of Fujian Provincial Key Laboratory of Agriculture Internet of Things Application [ZD2101]

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optionel" standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.

Thom Fruhwirth presented a short, elegant, and efficient Prolog program for the n queens problem. However, the program may be seen as rather tricky and one may not be convinced about its correctness. This paper explains the program in a declarative way and provides proofs of its correctness and completeness. The specification and the proofs are declarative, that is they abstract from any operational semantics. The specification is approximate, it is unnecessary to describe the programs semantics exactly. Despite the program works on non-ground terms, this work employs the standard semantics, based on logical consequence and Herbrand interpretations. Another purpose of the paper is to present an example of precise declarative reasoning about the semantics of a logic program.

Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.

Thom Fruhwirth presented a short, elegant, and efficient Prolog program for the n queens problem. However, the program may be seen as rather tricky and one may not be convinced about its correctness. This paper explains the program in a declarative way and provides proofs of its correctness and completeness. The specification and the proofs are declarative, that is they abstract from any operational semantics. The specification is approximate, it is unnecessary to describe the programs semantics exactly. Despite the program works on non-ground terms, this work employs the standard semantics, based on logical consequence and Herbrand interpretations. Another purpose of the paper is to present an example of precise declarative reasoning about the semantics of a logic program.

Thom Fruhwirth presented a short, elegant, and efficient Prolog program for the n queens problem. However, the program may be seen as rather tricky and one may not be convinced about its correctness. This paper explains the program in a declarative way and provides proofs of its correctness and completeness. The specification and the proofs are declarative, that is they abstract from any operational semantics. The specification is approximate, it is unnecessary to describe the programs semantics exactly. Despite the program works on non-ground terms, this work employs the standard semantics, based on logical consequence and Herbrand interpretations. Another purpose of the paper is to present an example of precise declarative reasoning about the semantics of a logic program.

Previous research has shown that many students struggle with solving small concurrency problems after their first course on concurrency. A possible reason for this is that students do not have a suitable mental model of the semantics of the underlying programming language, and are therefore not able to properly reason about the program’s behavior. One way to help students learn concurrency and improve their mental model is through the use of visualization tools. Progvis is one such visualization tool that is not only aimed at concepts related to concurrency, but also provides an accurate visualization of more fundamental concepts to illustrate how they interact with concurrency. In previous work, the authors of Progvis performed a small-scale evaluation of the tool, and highlighted some areas of improvement. In this paper, we address these shortcomings by improving the memory model visualized by Progvis and implementing a model checker. We also evaluate Progvis on a larger scale by incorporating it into a course on concurrency and operating systems, which allows assessing whether using Progvis aids students in learning concurrency. The results indicate that Progvis (with our improvements) is successful in helping students realize how concurrency interacts with more fundamental concepts, and that students find it useful in helping them understand the content of the concurrency assignments.

Thom Fruhwirth presented a short, elegant, and efficient Prolog program for the n queens problem. However, the program may be seen as rather tricky and one may not be convinced about its correctness. This paper explains the program in a declarative way and provides proofs of its correctness and completeness. The specification and the proofs are declarative, that is they abstract from any operational semantics. The specification is approximate, it is unnecessary to describe the programs semantics exactly. Despite the program works on non-ground terms, this work employs the standard semantics, based on logical consequence and Herbrand interpretations. Another purpose of the paper is to present an example of precise declarative reasoning about the semantics of a logic program.

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optionel" standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.