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Generative Adversarial Networks (GANs) have promoted a variety of applications in computer vision and natural language processing, among others, due to its generative model’s compelling ability to generate realistic examples plausibly drawn from an existing distribution of samples. GAN not only provides impressive performance on data generation-based tasks but also stimulates fertilization for privacy and security oriented research because of its game theoretic optimization strategy. Unfortunately, there are no comprehensive surveys on GAN in privacy and security, which motivates this survey to summarize systematically. The existing works are classified into proper categories based on privacy and security functions, and this survey conducts a comprehensive analysis of their advantages and drawbacks. Considering that GAN in privacy and security is still at a very initial stage and has imposed unique challenges that are yet to be well addressed, this article also sheds light on some potential privacy and security applications with GAN and elaborates on some future research directions. 

Abstract A numerical and experimental hybrid approach is developed to study the constitutive behavior of the central nervous system white matter. A published transversely isotropic hyperelastic strain energy function is reviewed and used to determine stress–strain relationships for three idealized, simple loading scenarios. The proposed constitutive model is simplified to a three-parameter hyperelastic model by assuming the white matter's incompressibility. Due to a lack of experimental data in all three loading scenarios, a finite element model that accounts for microstructural axons and their kinematics is developed to simulate behaviors in simple shear loading scenarios to supplement existing uniaxial tensile test data. The parameters of the transversely isotropic hyperelastic material model are determined regressively using the hybrid data. The results highlight that a hybrid numerical virtual test coupled with experimental data, can determine the transversely isotropic hyperelastic model. It is noted that the model is not limited to small strains and can be applied to large deformations. 

In this work, we examine whether repeated participation in an after-school computing program influenced student learning of computational thinking concepts, practices, and perspectives. We also examine gender differences in learning outcomes. The program was developed through a school–university partnership. Data were collected from 138 students over a 2.5-year period. Data sources included pre–post content assessments of computational concepts related to programming in addition to computational artifacts and interviews with a purposeful sample of 12 participants. Quantitative data were analyzed using statistical methods to identify gains in pre- and post-learning of computational thinking concepts and examine potential gender differences. Interview data were analyzed qualitatively. Results indicated that students made significant gains in their learning of computational thinking concepts and that gains persisted over time. Results also revealed differences in learning of computational thinking concepts among boys and girls both at the beginning and end of the program. Finally, results from student interviews provided insights into the development of computational thinking practices and perspectives over time. Results have implications for the design of after-school computing programs that help broaden participation in computing. 

This Innovative Practice Work-In-Progress paper presents a collaborative virtual computer lab (CVCL) environment to support collaborative learning in cloud-based virtual computer labs. With advances of cloud computing and virtualization technologies, a new paradigm of virtual computer labs has emerged, where students carry out labs on virtualized resources remotely through the Internet. Virtual computer labs bring advantages, such as anywhere, anytime, on-demand access of specialized software and hardware. However, with current implementations, it also makes it difficult for students to collaborate, due to the fact that students are assigned separated virtual working spaces in a remote-accessing environment and there is a lack of support for sharing and collaboration. To address this issue, we develop a CVCL environment that allows students to reserve virtual computers labs with multiple participants and support remote real-time collaboration among the participants during a lab. The CVCL environment will implement several well-defined collaborative lab models, including shared remote collaboration, virtual study room, and virtual tutoring center. This paper describes the overall architecture and main features of the CVCL environment and shows preliminary results.