title: Improving the Evaluation of Network Anomaly Detection Using a Data
Fusion Approach

authors: Löf, Andreas

subjects: network anomaly detection

abstract: Currently, the evaluation of network anomaly detection methods is often not repeatable. It is difficult to ascertain if different implementations of the same methods have the same performance or the relative performance of different methods. This is in part due to a lack of open implementations, the absence of recent datasets and no common format to express results.

A common approach to evaluating a method is to use the Defense Advanced Research Projects Agency (DARPA) 1999 datasets, or a derivative of them, in combination with a different dataset or network capture. The DARPA datasets are relatively old and bear little resemblance to modern day traffic and the other datasets are unlabelled and typically publicly unavailable making it difficult to ascertain the validity of the research evaluated in such a way.

This thesis primarily contributes a new evaluation methodology that uses a data fusion based approach that allows for reproducible evaluations with modern datasets.

The new methodology incorporates three other contributions: A new way to capture network traces that are fully anonymised yet retains more information than any current network traces and a new trace annotation format and a method for verifying the correctness of the annotations.

The DARPA 1999 dataset was used to demonstrate the validity of the approach and an evaluation was performed on a new dataset that has been captured using the methods introduced. In the evaluation we find that methodology is a viable approach forward, but that it comes with a different set of drawbacks than the current state of the art.

text: Improving the Evaluation of Network Anomaly Detection Using a Data
Fusion Approach Currently, the evaluation of network anomaly detection methods is often not repeatable. It is difficult to ascertain if different implementations of the same methods have the same performance or the relative performance of different methods. This is in part due to a lack of open implementations, the absence of recent datasets and no common format to express results.

A common approach to evaluating a method is to use the Defense Advanced Research Projects Agency (DARPA) 1999 datasets, or a derivative of them, in combination with a different dataset or network capture. The DARPA datasets are relatively old and bear little resemblance to modern day traffic and the other datasets are unlabelled and typically publicly unavailable making it difficult to ascertain the validity of the research evaluated in such a way.

This thesis primarily contributes a new evaluation methodology that uses a data fusion based approach that allows for reproducible evaluations with modern datasets.

The new methodology incorporates three other contributions: A new way to capture network traces that are fully anonymised yet retains more information than any current network traces and a new trace annotation format and a method for verifying the correctness of the annotations.

The DARPA 1999 dataset was used to demonstrate the validity of the approach and an evaluation was performed on a new dataset that has been captured using the methods introduced. In the evaluation we find that methodology is a viable approach forward, but that it comes with a different set of drawbacks than the current state of the art.

year: 2013

title: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning

authors: Wilkinson, Helene

subjects: work-integrated learning

abstract: In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

text: Wilspace: Reflections on establishing small significant online network groups (SSONG) to advance knowledge in work-integrated learning In 2020 during COVID-19 lockdowns, a small group of Australasian Work-Integrated Learning (WIL) practitioners gathered online for semi-regular conversations. The purpose of this small significant network group (SSONG) was to provide support for one another as we navigated WIL education during this time of turmoil.

Reflecting on their SSONG experience two years later, the authors realised these small online group conversations provided the means to engage at a deeper level with likeminded individuals, without restrictions arising from differences in physical location. SSONG members could share alternative viewpoints with ease and interest because they were familiar with one another, yet from diverse perspectives including disciplines, location, experience and background, hence adding to the richness of their conversations. Out of this, and in discussions with a third New Zealand based academic, WILspace was conceptualised.

WILspace is an online international community of practice, comprising of multiple SSONGs. It was launched at World Association of Cooperative Education (WACE) in June 2023, where WIL practitioners were invited to register their interest. The first WIL SSONG conversations were held in November 2023.

We report on our experience in developing and managing this international community of practice. A key aim of the initiative was to facilitate meaningful discussions about WIL related issues, extending conversations beyond the physical environment of an international conference or a WIL-related course. Topics & prompts developed by the WILspace team were used to activate these conversations, after which each SSONG provided feedback on their discussions via an email to the facilitators. These resources were then summarised and shared via the WILspace website. Following each conversation, feedback was also obtained from SSONG members via a short Qualtrics survey. It was important to the authors that we were able to measure the success of this innovative initiative. Ethics approval (AUTEC 22/329) had been gained from both University Ethics Committees prior to the launch of the global conversation platform.

In this paper we identify, examine and reflect on our successes and challenges in maintaining conversations with an international group membership, across multiple time zones. To date, evaluations suggest support for the initiative is strong amongst active participants, however there is evidence of continuing challenges in maintaining these conversations. Strategies are presented to facilitate implementation and management of future online communities of practice, based on the use of SSONGs.

year: 2024

title: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

text: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

year: 2019