Puzzle Solving Research Articles

Enhancing Security by Preventing DoS and DDoS Attack using Hybrid Approach

Objectives: Denial-of-service (DoS) and distributed-denial-of-service (DDoS) are the critical threats in the network security. To overcome from these kinds of attacks the existing system created a puzzle scheme called software puzzle. However the malicious user tries to solve the puzzle, the graphics processing unit (GPU) which is present inside the computer will decrease the effect of the client puzzle. Methods: In this method the puzzle algorithm is generated randomly based on the client request. Once the request is received the server will generate the puzzle with random key, the client receive the puzzle process it and generate the solution for the puzzle. The server verifies it. The drawback in the existing system is that the puzzle does not contain time period so the attacker will hack the key at any time and flood server with malicious request another one is that As the DDOS attack increases, the puzzle difficulty should be also increased, Increase in difficult level the computation cost also increases. Findings: To overcome from this the proposed method contain encrypted one time password (OTP) that is server will generate encrypted OTP based on the Hash function and the salt it is send to the client, Then the client will decrypt the OTP. Based on the decrypted value the client will type the password and send to the server, it will check the password with the mapped value. Another advantage in the proposed method is that it only allow three time for each user to enter wrong password in fourth time the puzzle will be generated the user has to solve and the server will check it. The puzzle solving is created to check whether it is a malicious user or a genuine client by this security is improved and denial of service attack is reduced. Applications: In this approach website security is increased, Attacker chance of hacking and flooding the server with malicious request will be reduced, Allow only genuine user to access the website by use of encrypted OTP and Puzzle approach.

Detection and classification of three-class initial dips from prefrontal cortex.

In this paper, the use of initial dips using functional near-infrared spectroscopy (fNIRS) for brain-computer interface (BCI) is investigated. Features and window sizes for detecting initial dips are also discussed. Three mental tasks including mental arithmetic, mental counting, and puzzle solving are performed in obtaining fNIRS signals from the prefrontal cortex. Vector-based phase analysis method combined with a threshold circle, as a decision criterion, are used to detect the initial dips. Eight healthy subjects participate in experiment. Linear discriminant analysis is used as a classifier. To classify initial dips, five features (signal mean, peak value, signal slope, skewness, and kurtosis) of oxy-hemoglobin (HbO) and four different window sizes (0~1, 0~1.5, 0~2, and 0~2.5 sec) are examined. It is shown that a combination of signal mean and peak value and a time period of 0~2.5 sec provide the best average classification accuracy of 57.5% for three classes. To further validate the result, three-class classification using the conventional hemodynamic response (HR) is also performed, in which two features (signal mean and signal slope) and 2~7 sec window size have yielded the average classification accuracy of 65.9%. This reveals that fNIRS-based BCI using initial dip detection can reduce the command generation time from 7 sec to 2.5 sec while the classification accuracy is a bit sacrificed from 65.9% to 57.5% for three mental tasks. Further improvement can be made by using deoxy hemoglobin signals in coping with the slow HR problem.

The Grounded Expertise Components Approach in the Novel Area of Cryptic Crossword Solving.

This paper presents a relatively unexplored area of expertise research which focuses on the solving of British-style cryptic crossword puzzles. Unlike its American “straight-definition” counterparts, which are primarily semantically-cued retrieval tasks, the British cryptic crossword is an exercise in code-cracking detection work. Solvers learn to ignore the superficial “surface reading” of the clue, which is phrased to be deliberately misleading, and look instead for a grammatical set of coded instructions which, if executed precisely, will lead to the correct (and only) answer. Sample clues are set out to illustrate the task requirements and demands. Hypothesized aptitudes for the field might include high fluid intelligence, skill at quasi-algebraic puzzles, pattern matching, visuospatial manipulation, divergent thinking and breaking frame abilities. These skills are additional to the crystallized knowledge and word-retrieval demands which are also a feature of American crossword puzzles. The authors present results from an exploratory survey intended to identify the characteristics of the cryptic crossword solving population, and outline the impact of these results on the direction of their subsequent research. Survey results were strongly supportive of a number of hypothesized skill-sets and guided the selection of appropriate test content and research paradigms which formed the basis of an extensive research program to be reported elsewhere. The paper concludes by arguing the case for a more grounded approach to expertise studies, termed the Grounded Expertise Components Approach. In this, the design and scope of the empirical program flows from a detailed and objectively-based characterization of the research population at the very onset of the program.

PSQP: Puzzle Solving by Quadratic Programming.

In this article we present the first effective method based on global optimization for the reconstruction of image puzzles comprising rectangle pieces-Puzzle Solving by Quadratic Programming (PSQP). The proposed novel mathematical formulation reduces the problem to the maximization of a constrained quadratic function, which is solved via a gradient ascent approach. The proposed method is deterministic and can deal with arbitrary identical rectangular pieces. We provide experimental results showing its effectiveness when compared to state-of-the-art approaches. Although the method was developed to solve image puzzles, we also show how to apply it to the reconstruction of simulated strip-shredded documents, broadening its applicability.

The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

<p style="text-align:justify">Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals’ mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate levelappropriate pre-reading activities to enrich Preschool Education in Ghana.</p>

FILSAFAT ILMU KARL R. POPPER DAN THOMAS S. KUHN SERTA IMPLIKASINYA DALAM PENGAJARAN ILMU

This article discusses about philosophy of science according to Karl R. Popper and Thomas S. Kuhn. There are similarities and differences between their views about how progress and what function of science.Apparently both Popper and Kuhn agree that science does not proceed by induction. However Kuhn disagrees with the view that science progresses by falsifiability through conjectures and refutations, but occurance by paradigm shift. Popper and Kuhn’s disagreement amounted to a distinction between two functions within the practice of science, one of criticism (Popper) and one of puzzle solving (Kuhn).Science education implies the teaching and learning of science interesting and fruitful in one hand, and teachers should be role models to students in the other hand

Comprehensive “Puzzle Solving” Based on Simple Ideas in the Age of Media Information Overflow

Comprehensive “Puzzle Solving” Based on Simple Ideas in the Age of Media Information Overflow

MOSAIC+: Fragment retrieval and reconstruction enhancement for virtual restoration

When a piece of art from the past is found, it is often broken into several fragments. This is a very common case with frescoes and pottery. Reconstruction from these fragments requires human expertize and it is almost always very hard, if not impossible, to be completely automated. Actually, the problem is an example of jigsaw puzzle solving, which is known to be NP-complete from a computational point of view. The possible high number of fragments and their possible fragility make the task formidable. This work describes software tools that help in two ways. First, reconstruction is assisted by a content-based database of the available pieces. Once acquired by suitable photo equipment and suitably annotated, the fragments can be left untouched and manipulated virtually to find out the best combination before proceeding with the actual reconstruction, if called for. Second, the unavoidable gaps and cracks in the reconstruction are filled by an inpainting module. The results have been assessed by running the system on both artificial datasets and actual case studies.

Is normal science good science?

“Normal science” is a concept introduced by Thomas Kuhn in The Structure of Scientific Revolutions (1962). In Kuhn’s view, normal science means “puzzle solving”, solving problems within the paradigm—framework most successful in solving current major scientific problems—rather than producing major novelties. This paper examines Kuhnian and Popperian accounts of normal science and their criticisms to assess if normal science is good. The advantage of normal science according to Kuhn was “psychological”: subjective satisfaction from successful “puzzle solving”. Popper argues for an “intellectual” science, one that consistently refutes conjectures (hypotheses) and offers new ideas rather than focus on personal advantages. His account is criticized as too impersonal and idealistic. Feyerabend’s perspective seems more balanced; he argues for a community that would introduce new ideas, defend old ones, and enable scientists to develop in line with their subjective preferences. The paper concludes that normal science has no one clear-cut set of criteria encompassing its meaning and enabling clear assessment.

Efecto del tipo de contingencia en el establecimiento y cualidad de intercambios verbales: Su papel en la elección de alternativas compartidas

This study evaluated the role of the exposure to different kinds of contingential arrays (non-shared individual, non-shared collective and shared) within the establishment and quality (in terms of its particular, general or strategic character) of the verbal exchanges that the experimental participants established, as well as its effect on the election of shared alternatives of partial altruism.A virtual puzzle solving task was used, puzzles were displayed in two computers that could be or not connected on a network, depending on the experimental condition in turn. The experimental sequences were planned on a way where their fundamental difference resided on the exposure time to non-shared contingencies before the choice conditions between shared or non-shared contingencies of partial altruism, based on Ribes (2001) theorical-methodological framework for social behavior study from a psychological perspective. Participants were placed in the same or in different experimental rooms in order to achieve máximum control over their possibility or not to establish verbal exchanges of any kind and to be able to assess its effect on the choice of shared alternatives of partial altruism.In general, it was found that the kind of contingency to which participants were exposed was directly related to the quality of the verbal exchanges thatthey established between them, and that the choice of shared alternatives of partial altruism was favored by the presence of verbal exchanges of strategic quality.

Introduction: unsettling the ESS curriculum

We launch this mini-symposium, “Status Quo, Conflict, and Innovation in the ESS Curriculum,” with a background and overview of essays, closing with recommendations for future trajectories. The notion of Kuhnian paradigms and the related distinction between settled, “puzzle solving” vs. unsettled, “paradigm shift” moments in the history of knowledge is applied to the Environmental Studies and Sciences (ESS) curriculum to explore its own tendencies toward settlement and unsettlement. We argue that the current moment in ESS is less settled than some believe, and understandably so; moving toward settlement is important and timely, but must be done with proper reflection, which thankfully is evidenced in a range of recent literature. This mini-symposium, which builds upon a number of recent related discussions, includes six articles exploring the contemporary ESS curriculum from a variety of perspectives: high school preparation, the undergraduate student experience, curricular assumptions regarding social change, recent national-scale curricular assessments, the need for greater attention to regionalism, and the creative possibilities afforded by teaching through objects. We ultimately suggest, via this introduction and the following essays, that rather than accept the curricular status quo as a settled trajectory, we can embrace the richness and diversity of current engagement contributing to the future development of the ESS curriculum.

Design and implementation of intelligent tutoring systems on mobile devices

This paper reviews the design and implementation of intelligent tutoring systems (ITS) on mobile devices, with a special focus on the technical challenges and students' experience. A Sudoku ITS is used for illustration. Unquestionably, the small display and limited processing power and storage of mobile devices pose the challenges on algorithm design and user interface design. To meet the challenges, the Sudoku ITS adopts a thin client with a neat user interface connecting to an external database. Customised and immediate instructions are provided to help students acquire skills and develop strategies in puzzle solving. Positive feedbacks from students are received.

NeurOS™ and NeuroBlocks™ a neural/cognitive operating system and building blocks

Abstract NeurOS is an open platform for accelerating research, development and hosting execution of intelligent applications. A NeurOS application is a directed “neural graph” of modular components connected by signal paths, similar to biological brain connectivity and functional block diagrams of neural pathways. Built-in reusable modules (NeuroBlocks) provide a wide range of general- and special-purpose capabilities: inputs/senses, outputs/effectors, processing, memory, pattern learning and recognition, visualization/instrumentation, custom module development, integrating external intelligence capabilities, and sub-graph reuse. NeurOS sub-graph assemblies address neural/cognitive functions including perception, pattern learning and recognition, working memory, imagination, prediction, context priming, attention, abstraction, classification, associational thinking and behavior. NeurOS applications are inherently portable, scalable, networkable, extensible and embeddable. NeurOS development tools provide simple intuitive graphical drag and drop application assembly from components without programming, along with testing, debugging, monitoring and visualization. Prototype NeurOS applications have begun to explore a wide range of intelligent functions in diverse areas, including aspects of pattern recognition, vision, music, reading, puzzle solving, reasoning, behavior. Building working intelligent systems using NeurOS and NeuroBlocks lets researchers and developers focus on their core functions and rapidly iterate and instrument working models, fostering both analytical and biological insight as well as usable systems.

퍼즐 기반 학습에서 초등정보영재의 컴퓨팅적 문제 해결 접근법 분석

본 연구에서는 퍼즐 기반 학습에서 이루어지는 초등정보영재의 컴퓨팅적 문제 해결 접근법을 분석함으로써 퍼즐 기반 학습의 체계적 개선을 위한 시사점을 도출하고자 하였다. 이를 위해, 제약조건, 최적화, 확률, 통계, 패턴인식, 전략의 6가지 유형별 교육용 퍼즐을 구성하고 초등정보영재를 대상으로 퍼즐 기반 학습을 수행하였다. 또한 각 퍼즐 유형에 따른 학습자의 문제 해결 접근법을 확인하기 위해 사전 사후검사 결과의 정답률 및 정답자와 오답자의 문제 해결 접근법을 비교 분석하였다. 연구 결과, 각 퍼즐 유형별 빈번한 오류 발생의 원인인 몇 가지 양식 오류와 다양한 직관들을 확인하였으며, 오답자들은 '백트래킹', '동적 프로그래밍', '추상화', '모델링', '문제 축소'와 같은 컴퓨팅적 전략을 적용하지 못함으로 인해 완전한 해법에 도달하지 못한다는 것을 확인하였다. 이러한 분석 결과를 토대로 퍼즐 문제 표현 방식의 개선, 인지적 피드백의 적시 제공, 퍼즐 기반 학습 지원을 위한 웹 기반 시스템 개발 등 퍼즐 기반 학습 개선 방안을 제안하였다. The purpose of this study is to propose strategies of puzzle-based learning for Informatics gifted education through analyzing Informatics gifted elementary students' computational problem solving approaches in puzzle-based learning contexts. Six types of educational puzzles, which are constraints, optimization, probability, statistically speaking, pattern recognition, and strategy, were used in teaching 14 Informatics gifted students for 8 sessions. The results of pre and post test and each students' answers were analyzed to identify why students were not able to solve the puzzles. We also analysed what essential computational strategies are needed to solve each type of puzzles, and what students did not know in solving puzzle problems. We identified some problems caused by puzzle representation methods, and various students' intuitions that disturb puzzle solving. Also, we identified essential computational strategies to solve puzzles: backtracking, dynamic programming, abstraction, modeling, and reduction of big problem. However, students had difficulties in applying these strategies to solve their puzzle problems. We proposed the revised puzzle-based learning strategies, which is based on the improved problem representation, just-in-time cognitive feedbacks, and web-based learning system.

Creativity in Architecture Design Education: Design as Puzzle Solving

Creativity in Architecture Design Education: Design as Puzzle Solving

Better, faster, smarter: developing a blueprint for creating forensic accountants

Purpose – The purpose of this article, which is based on author's study, is to highlight the essential attributes of forensic accountants and to construct the forensic accountant “blueprint” as a reference for forensic accounting education and training. Design/methodology/approach – This study uses primary and secondary data on forensic accounting profession in Indonesia and the USA. Such data were collected by means of literature reviews, in-depth interviews, and a focus group discussion with a number of forensic accounting professionals in Indonesia and the USA. Findings – The author establishes that the “problem-based” nature of forensic accounting requires a unique approach in producing forensic accountants compared to ordinary accountants. The essential attributes that a forensic accountant needs to possess are mentality, method, and experience. “Mentality” consists of elements such as ability to differentiate the right from the wrong, courage to stand up for what is right, ability to withstand pressures from the works, and puzzle solving mindsets. “Methods” refer to the understanding of the fraud investigation process such as fraud detection, evidences, investigation methods, and investigation report. “Experience” as the third attribute is gained primarily through involvement in fraud investigation process in which a forensic accountant utilizes his or her knowledge previously acquired through education and training. Research limitations/implications – Forensic accounting is a problem oriented skill that may differ across countries. Due to the time and financial resource constraint, this study is limited only on two countries and a small number of respondents. For future study, more countries and respondents should be included in analysis to gain a more complete picture on what constitute a forensic accountant. Practical implications – The results of this study contribute to the development of human resource in the forensic accounting profession. More specifically, they serve as a reference in the development of curriculum for forensic accounting education and training especially in Indonesia. Originality/value – This paper sees forensic accountant skill development from the “demand” point of view by highlighting what that the profession expects from a forensic accountant.

Investigating the Mental Abilities of Urban Preschool Children

Maximising the full potential of health and educational interventions in Indian schools requires assessment of the current level of mental abilities of the preschool children as measured by cognitive and mental tests and the identification of any barriers to improved performance.The current study examined present mental abilities of 3-5 years old preschool children. This study was conducted in purposively selected preschool laboratory run under the department of Human Development and Family Studies COHS, CCSHAU Hisar district of Haryana State, India. The sample for the study comprised of fifty children and in the age group between 3-5 years enrolled in the preschool lab was selected for the present study. McCarthy Scale was administered to all 50 preschoolers to assess their mental abilities. Significant gender differences were found in the test scores, and comparatively more girls (30%) were mentally below their chronological age than boys (26.66%). Regarding performance on different mental abilities it was observed that on perceptional abilities the performance was better than standard on block building, tapping sequence and poor on puzzle solving, draw a design, draw a child and conceptual grouping. Further for verbal abilities it is concluded that children had better performance on pictorial memory and word knowledge and lagged behind on verbal memory aspect. For quantitative abilities the selected children were better on number question and numerical memory but poor on counting and solving. This implies that there is a need to educate the parents and school teachers and administrators to provide a congenial environment to facilitate overall development. A need to educate and equip the teachers with skills in offering the pre-school programme. There is also a need to appraise the early childhood education specialists and social workers, service personnel to offer good quality and meaningful programme for young children affordable by all socio-economic groups. DOI: 10.5901/jesr.2013.v3n7p754

Towards a Humanistic Management Paradigm: A Step Back to Embrace the Future?

Many scholars and practitioners would agree that current organizational research is in a paradigmatic crisis. The questions we are answering within the ‘normal science’ paradigm of economism resemble Kuhn’s puzzle solving approach but rarely yield important further insights paramount to answering urgent questions of the real world. Looking back at the roots of organizational research, the author proposes a more dedicated and concerted effort to developing an alternative, humanistic paradigm, which can set management research onto a path to higher theoretical accuracy and more practical relevance.

Dorothy L. Sayers, the Great War, and Shell Shock

Dorothy L. Sayers, the Great War, and Shell Shock

Measuring Intelligence by Raven Standard Progressive Matrices Test: A PCA Approach

There are many ways to measure the intelligence, especially when it comes to measuring through multidimensional scaling. This study examines the nonverbal abilities of the individuals using nRaven Standard Progressive Matrices (RSPM) test. RSPM is a nonverbal culture fair test that identifies nonverbal reasoning abilities. It has 60 visually presented geometric-parallel-like problems based on five sets, having 12 items in each set. The tool was administered collectively (group-class) to a representative sample of 267 adolescents (both boys and girls) studying at higher education institutions in Pakistan. The sample was drawn from two public sector universities. The data was analyzed through descriptive statistics and principle component analysis (PCA) to extract nonverbal abilities. The results indicate that 25% participants have secured 60% or less tests scores, 50% participants have secured 73% or less tests scores, and 25% participants secured more than 81% tests scores. It is also found that participants have very sound intellectual capacity and nonverbal reasoning abilities which is generally identified as fluid intelligence and it is correlated with measures of abstract reasoning, puzzle solving, problem solving, learning and pattern recognition. Principle component analysis has revealed the grouping of the individuals and the common factor that affects the performance of the participants.