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In cloud computing, users are able to use their own operating system (OS) image to run a virtual machine (VM) on a remote host. The virtual machine OS is started by the user using some interfaces provided by a cloud provider in public or private cloud. In peer to peer cloud, the VM is started by the host admin. After the VM is running, the user could get a remote access to the VM to install, configure, and run services. For the security reasons, the user needs to verify the integrity of the running VM, because a malicious host admin could modify the image or even replace the image with a similar image, to be able to get sensitive data from the VM. We propose an approach to verify the integrity of a running VM on a remote host, without using any specific hardware such as Trusted Platform Module (TPM). Our approach is implemented on a Linux platform where the kernel files (vmlinuz and initrd) could be replaced with new files, while the VM is running. kexec is used to reboot the VM with the new kernel files. The new kernel has secret codes that will be used to verify whether the VM was started using the new kernel files. The new kernel is used to further measuring the integrity of the running VM.
Cloud Storage Broker (CSB) provides value-added cloud storage service for enterprise usage by leveraging multi-cloud storage architecture. However, it raises several challenges for managing resources and its access control in multiple Cloud Service Providers (CSPs) for authorized CSB stakeholders. In this paper we propose unified cloud access control model that provides the abstraction of CSP's services for centralized and automated cloud resource and access control management in multiple CSPs. Our proposal offers role-based access control for CSB stakeholders to access cloud resources by assigning necessary privileges and access control list for cloud resources and CSB stakeholders, respectively, following privilege separation concept and least privilege principle. We implement our unified model in a CSB system called CloudRAID for Business (CfB) with the evaluation result shows it provides system-and-cloud level security service for cfB and centralized resource and access control management in multiple CSPs.
The "Bachelor Project"
(2019)
One of the challenges of educating the next generation of computer scientists is to teach them to become team players, that are able to communicate and interact not only with different IT systems, but also with coworkers and customers with a non-it background. The “bachelor project” is a project based on team work and a close collaboration with selected industry partners. The authors hosted some of the teams since spring term 2014/15. In the paper at hand we explain and discuss this concept and evaluate its success based on students' evaluation and reports. Furthermore, the technology-stack that has been used by the teams is evaluated to understand how self-organized students in IT-related projects work. We will show that and why the bachelor is the most successful educational format in the perception of the students and how this positive results can be improved by the mentors.
User-generated content on social media platforms is a rich source of latent information about individual variables. Crawling and analyzing this content provides a new approach for enterprises to personalize services and put forward product recommendations. In the past few years, brands made a gradual appearance on social media platforms for advertisement, customers support and public relation purposes and by now it became a necessity throughout all branches. This online identity can be represented as a brand personality that reflects how a brand is perceived by its customers. We exploited recent research in text analysis and personality detection to build an automatic brand personality prediction model on top of the (Five-Factor Model) and (Linguistic Inquiry and Word Count) features extracted from publicly available benchmarks. The proposed model reported significant accuracy in predicting specific personality traits form brands. For evaluating our prediction results on actual brands, we crawled the Facebook API for 100k posts from the most valuable brands' pages in the USA and we visualize exemplars of comparison results and present suggestions for future directions.
The emergence of cloud computing allows users to easily host their Virtual Machines with no up-front investment and the guarantee of always available anytime anywhere. But with the Virtual Machine (VM) is hosted outside of user's premise, the user loses the physical control of the VM as it could be running on untrusted host machines in the cloud. Malicious host administrator could launch live memory dumping, Spectre, or Meltdown attacks in order to extract sensitive information from the VM's memory, e.g. passwords or cryptographic keys of applications running in the VM. In this paper, inspired by the moving target defense (MTD) scheme, we propose a novel approach to increase the security of application's sensitive data in the VM by continuously moving the sensitive data among several memory allocations (blocks) in Random Access Memory (RAM). A movement function is added into the application source code in order for the function to be running concurrently with the application's main function. Our approach could reduce the possibility of VM's sensitive data in the memory to be leaked into memory dump file by 2 5% and secure the sensitive data from Spectre and Meltdown attacks. Our approach's overhead depends on the number and the size of the sensitive data.
MOOCs in Secondary Education
(2019)
Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.
LoANs
(2019)
Recently, deep neural networks have achieved remarkable performance on the task of object detection and recognition. The reason for this success is mainly grounded in the availability of large scale, fully annotated datasets, but the creation of such a dataset is a complicated and costly task. In this paper, we propose a novel method for weakly supervised object detection that simplifies the process of gathering data for training an object detector. We train an ensemble of two models that work together in a student-teacher fashion. Our student (localizer) is a model that learns to localize an object, the teacher (assessor) assesses the quality of the localization and provides feedback to the student. The student uses this feedback to learn how to localize objects and is thus entirely supervised by the teacher, as we are using no labels for training the localizer. In our experiments, we show that our model is very robust to noise and reaches competitive performance compared to a state-of-the-art fully supervised approach. We also show the simplicity of creating a new dataset, based on a few videos (e.g. downloaded from YouTube) and artificially generated data.
While the IEEE 802.15.4 radio standard has many features that meet the requirements of Internet of things applications, IEEE 802.15.4 leaves the whole issue of key management unstandardized. To address this gap, Krentz et al. proposed the Adaptive Key Establishment Scheme (AKES), which establishes session keys for use in IEEE 802.15.4 security. Yet, AKES does not cover all aspects of key management. In particular, AKES comprises no means for key revocation and rekeying. Moreover, existing protocols for key revocation and rekeying seem limited in various ways. In this paper, we hence propose a key revocation and rekeying protocol, which is designed to overcome various limitations of current protocols for key revocation and rekeying. For example, our protocol seems unique in that it routes around IEEE 802.15.4 nodes whose keys are being revoked. We successfully implemented and evaluated our protocol using the Contiki-NG operating system and aiocoap.
The ability to work in teams is an important skill in today's work environments. In MOOCs, however, team work, team tasks, and graded team-based assignments play only a marginal role. To close this gap, we have been exploring ways to integrate graded team-based assignments in MOOCs. Some goals of our work are to determine simple criteria to match teams in a volatile environment and to enable a frictionless online collaboration for the participants within our MOOC platform. The high dropout rates in MOOCs pose particular challenges for team work in this context. By now, we have conducted 15 MOOCs containing graded team-based assignments in a variety of topics. The paper at hand presents a study that aims to establish a solid understanding of the participants in the team tasks. Furthermore, we attempt to determine which team compositions are particularly successful. Finally, we examine how several modifications to our platform's collaborative toolset have affected the dropout rates and performance of the teams.
Many universities record the lectures being held in their facilities to preserve knowledge and to make it available to their students and, at least for some universities and classes, to the broad public. The way with the least effort is to record the whole lecture, which in our case usually is 90 min long. This saves the labor and time of cutting and rearranging lectures scenes to provide short learning videos as known from Massive Open Online Courses (MOOCs), etc. Many lecturers fear that recording their lectures and providing them via an online platform might lead to less participation in the actual lecture. Also, many teachers fear that the lecture recordings are not used with the same focus and dedication as lectures in a lecture hall. In this work, we show that in our experience, full lectures have an average watching duration of just a few minutes and explain the reasons for that and why, in most cases, teachers do not have to worry about that.