Malware variant detection using similarity search over sets of control flow graphs

Static detection of polymorphic malware variants plays an important role to improve system security. Control flow has shown to be an effective characteristic that represents polymorphic malware instances. In our research, we propose a similarity search of malware using novel distance metrics of malware signatures. We describe a malware signature by the set of control flow graphs the malware contains. We propose two approaches and use the first to perform pre-filtering. Firstly, we use a distance metric based on the distance between feature vectors. The feature vector is a decomposition of the set of graphs into either fixed size k-sub graphs, or q-gram strings of the high-level source after decompilation. We also propose a more effective but less computationally efficient distance metric based on the minimum matching distance. The minimum matching distance uses the string edit distances between programs' decompiled flow graphs, and the linear sum assignment problem to construct a minimum sum weight matching between two sets of graphs. We implement the distance metrics in a complete malware variant detection system. The evaluation shows that our approach is highly effective in terms of a limited false positive rate and our system detects more malware variants when compared to the detection rates of other algorithms.

Context reinstatement effects in children’s cued recall of strongly and weakly associated word pairs

Typically, asking people to reinstate the context of events increases their recall of those events; however, research findings have been mixed with children. We tested whether the principle underlying context reinstatement applies to children as it does to adults. This underlying principle, encoding specificity, suggests that the greater the overlap between study context cues and retrieval context cues, the more information that people should recall. In the current experiment, four age groups (7-year-olds, 9-year-olds, 11-year-olds and adults) took part in an encoding specificity procedure. At study, participants saw cue– target word pairs in which the cue word was either a strong or a weak associate of the target word (e.g., ice–COLD; blow–COLD). During an immediate cued recall test, participants were presented with the same strong or weak cue words and new, extra-list cue words. Overall, children and adults recalled more targets when they were presented with the same cue words at study and test, regardless of whether the cues were strong or weak. This finding suggests that encoding specificity applies to children as well as adults. We discuss the implications of these results.

The L(2,1)-labelling problem for cubic Cayley graphs on dihedral groups

A k-L(2,1)-labelling of a graph G is a mapping f:V(G)→{0,1,2,…,k} such that |f(u)−f(v)|≥2 if uv∈E(G) and f(u)≠f(v) if u,v are distance two apart. The smallest positive integer k such that G admits a k-L(2,1)-labelling is called the λ-number of G. In this paper we study this quantity for cubic Cayley graphs (other than the prism graphs) on dihedral groups, which are called brick product graphs or honeycomb toroidal graphs. We prove that the λ-number of such a graph is between 5 and 7, and moreover we give a characterisation of such graphs with λ-number 5.

Is maternal nutrition knowledge more strongly associated with the diets of mothers or their school-aged children?

Objective Maternal nutrition knowledge has frequently been identified as an important target for nutrition promotion interventions. The aim of the present study was to investigate whether maternal nutrition knowledge is more strongly associated with the mother's own diet or that of her child.

Design Cross-sectional multivariate linear regression with interactions analyses of survey data.

Setting Socio-economically disadvantaged neighbourhoods in Victoria, Australia.

Subjects Five hundred and twenty-three mothers and their children who participated in the Resilience for Eating and Physical Activity Despite Inequality (READI) study, a cross-sectional survey study conducted in 2009 among women and their children residing in socio-economically disadvantaged neighbourhoods.

Results In adjusted models, for three (vegetable, chocolate/lollies and soft drink consumption) out of the seven dietary outcomes assessed, there was a significant association between maternal nutrition knowledge and maternal diet, whereas for the children's diets none of the seven outcomes were associated with maternal nutrition knowledge. Statistical comparison of regression coefficients showed no difference between the maternal nutrition knowledge–maternal diet association and the maternal nutrition knowledge–child diet association.

Conclusions Promoting maternal nutrition knowledge may represent an important avenue for improving diet in mothers from socio-economically disadvantaged neighbourhoods, but more information is needed on how and when this knowledge is translated to benefits for their children's diet.

Developing leaders of change in the teaching of large university chemistry classes

Final report of the the Active Learning in University Science (ALIUS) project.

This project aims to establish a new direction in first year chemistry teaching – away from didactic teaching methods in large lecture style teaching to more active, student centred learning experiences. Initially six universities have been involved in practice-based innovation: Charles Sturt University (NSW), The University of Sydney (NSW), Curtin University of Technology (WA), The University of Adelaide (SA), Deakin University (Vic), University of Tasmania (Tas).

Three domains have been identified as the architecture upon which sustainable L&T innovation will be built. These domains include Learning and Teaching innovation in project leaders’ and colleagues’ classrooms, development of project leaders as Science Learning Leaders, and creation of a Science Learning Hub to serve as a locus and catalyst for the development of a science teaching community of practice.

Progress against specified outcomes and deliverables

Learning and Teaching Innovation

The purpose of this domain is to improve student learning, engagement, retention and performance in large chemistry classes through increased use of student-centred teaching practice.
• The Project is named: ALIUS (Active Learning in University Science) - Leading Change in Australian Science Teaching
• All six ALIUS universities have now implemented Teaching Innovation into ALIUS team member classrooms
• Chemistry colleagues at three ALIUS universities have now implemented Teaching Innovation into their classrooms
• The ALIUS member in physics has implemented Teaching Innovations into his classrooms
• Chemistry colleagues at three ALIUS institutions have tried some Teaching Innovations in their classrooms
• Non-chemistry colleagues at four ALIUS institutions have tried, or expressed an interest in trying, Teaching Innovations in their classrooms
• The POGIL method has proved to be a useful model for Teaching Innovation in the classroom
• Many classroom resources have been developed and used at several ALIUS institutions; some of these have been submitted to the ALIUS database for public access. The remainder will continue to submitted
• Two seminars about Teaching Innovation have been developed, critiqued, revised, and presented at five ALIUS universities and three non-ALIUS universities
• Particular issues associated with implementing Teaching Innovations in Australian classrooms have been identified and possible solutions developed
• ALIUS members have worked with Learning and Teaching Centres at their universities to share methods.

Developing Science Learning Leaders

The purpose of this domain is to develop leadership capacity in the project leaders to equip them with skills to lead change first at their institutions, followed by developing leaders and leading change at other local institutions
• ALIUS members participated in Leadership Professional Development sessions with Craig McInnis and Colin Mason; both these sessions were found to be valuable and provide context and direction for the members and the ALIUS team
• The passion of an ‘early adopter’ was found to be a significant element in each node of the distributed framework
• Members developed an awareness of the necessity to build both the ‘sense of urgency’ and the ‘guiding coalition’ at each node
• ALIUS found the success of the distributed framework is strongly influenced by the relational aspects of the team.

Create a Science Learning Hub

The online Hub serves as a local and national clearinghouse for development of institutional Learning Leaders and dissemination of L&T innovation.
• The ALIUS website is now active and being populated with resources
• The sharing resource database structure is finalised and being populated with contributed materials.

Lessons Learnt

In order to bring about change in teaching practice it is necessary to:
• demonstrate a convincing benefit to student learning
• show that beyond an initial input of effort classroom innovations will not take more time than what is now done
• maintain a prominent exposure among colleagues - repeatedly give seminars, workshops, and everyday conversations; talk about teaching innovation; talk about easy tools to use; invite people to your classroom; engage colleagues in regular peer review of classroom practice
• have support from people already present in leadership roles to lead change in teaching practice
• have a project leader, someone for whom the project is paramount and will push it forward
• find a project manager, even with money budgeted
• meet face-to-face.

Dissemination
• Seminars presented 19 times including over 400 individuals and more than 24 Australian universities
• Workshops presented 25 times, over 80 participants at 11 Australian and two New Zealand Universities
• Two articles published in Chemistry in Australia, the Australian Chemistry Industry Journal of the Royal Australian Chemical Institute
• One refereed paper published in the Journal of Learning Design.

Body mass index, sexual difficulties and sexual satisfaction among people in regular heterosexual relationships : a population-based study

Background/Aims:  The aims of this study were to clarify the relationship between body mass index (BMI) and sexual difficulties and to investigate if BMI influenced sexual satisfaction, over and above the effects of sexual difficulties.

Methods:  Cross-sectional analyses of a nationally representative computer-assisted telephone interview. Eight thousand, six hundred and fifty-six respondents were recruited by random digit dialling in 2004–2005. Only those in a sexually active, heterosexual relationship were included in the current analyses.

Results:  After adjustments for demographic factors, both overweight and obese male and female participants were more likely to report worrying during sex about whether their body was unattractive. Among women, associations were also found between higher BMI and lack of interest in sex. No other significant associations between BMI and sexual difficulties were evident. There was an association between BMI and extreme physical pleasure for women but not men over and above the effects of sexual difficulties, with obese women being more likely than normal weight women to report extreme physical pleasure. No associations were found for either men or women between BMI and whether or not they reported extreme emotional or sexual satisfaction with their relationship.

Conclusions:  With the exception of body image difficulties, there is little association between BMI and self-reported sexual difficulties. Furthermore, extreme sexual and emotional satisfaction appeared to be associated with the presence or absence of sexual difficulties and not overly influenced by BMI. Overall, clinicians and patients should be aware that being overweight is not necessarily detrimental to sexual functioning.