Abstract
The increasing connectivity of Internet of Medical Things (IoMT) devices has accentuated their susceptibility to cyberattacks. The sensitive data they handle makes them prime targets for information theft and extortion, while outdated and insecure communication protocols further elevate security risks. This paper presents a lightweight and innovative approach that combines Benford's law with statistical distance functions to detect attacks in IoMT devices. The methodology uses Benford's law to analyze digit frequency and classify IoMT devices traffic as benign or malicious, regardless of attack type. It employs distance-based statistical functions like Jensen-Shannon divergence, KullbackLeibler divergence, Pearson correlation, and the Kolmogorov test to detect anomalies. Experimental validation was conducted on the CIC-IoMT-2024 benchmark dataset, comprising 45 features and multiple attack types. The best performance was achieved with the Kolmogorov test (alpha = 0.01), particularly in DoS ICMP attacks, yielding a precision of.99.24%, a recall of.98.73%, an F1 score of.98.97%, and an accuracy of.97.81%. Jensen-Shannon divergence also performed robustly in detecting SYN-based attacks, demonstrating strong detection with minimal computational cost. These findings confirm that Benford's law, when combined with well-chosen statistical distances, offers a viable and efficient alternative to machine learning models for anomaly detection in constrained environments like IoMT.

Abstract
Ensuring the security of Industrial Control Systems (ICS) is increasingly critical due to increasing connectivity and cyber threats. Traditional security measures often fail to detect evolving attacks, necessitating more effective solutions. This paper evaluates machine learning (ML) methods for ICS cybersecurity, using the ICS-Flow dataset and Optuna for hyperparameter tuning. The selected models, namely Random Forest (RF), AdaBoost, XGBoost, Deep Neural Networks, Artificial Neural Networks, ExtraTrees (ET), and Logistic Regression, are assessed using macro-averaged F1-score to handle class imbalance. Experimental results demonstrate that ensemble-based methods (RF, XGBoost, and ET) offer the highest overall detection performance, particularly in identifying commonly occurring attack types. However, minority classes, such as IP-Scan, remain difficult to detect accurately, indicating that hyperparameter tuning alone is insufficient to fully deal with imbalanced ICS data. These findings highlight the importance of complementary measures, such as focused feature selection, to enhance classification capabilities and protect industrial networks against a wider array of threats.

Abstract
This article focuses on the creation and evaluation of synthetic data to address the challenges of imbalanced datasets in machine learning (ML) applications, using fake news detection as a case study. We conducted a thorough literature review on generative adversarial networks (GANs) for tabular data, synthetic data generation methods, and synthetic data quality assessment. By augmenting a public news dataset with synthetic data generated by different GAN architectures, we demonstrate the potential of synthetic data to improve ML models' performance in fake news detection. Our results show a significant improvement in classification performance, especially in the underrepresented class. We also modify and extend a data usage approach to evaluate the quality of synthetic data and investigate the relationship between synthetic data quality and data augmentation performance in classification tasks. We found a positive correlation between synthetic data quality and performance in the underrepresented class, highlighting the importance of high-quality synthetic data for effective data augmentation.

Abstract
In today's competitive higher education sector, institutions increasingly rely on international rankings to secure financial resources, attract top-tier talent, and elevate their global reputation. Simultaneously, these universities have expanded their presence on social media, utilizing sophisticated posting strategies to disseminate information and boost recognition and engagement. This study examines the relationship between higher education institutions' (HEIs') rankings and their social media posting strategies. We gathered and analyzed publications from 18 HEIs featured in a consolidated ranking system, examining various features of their social media posts. To better understand these strategies, we categorized the posts into five predefined topics-engagement, research, image, society, and education. This categorization, combined with Long Short-Term Memory (LSTM) and a Random Forest (RF) algorithm, was utilized to predict social media output in the last five days of each month, achieving successful results. This paper further explores how variations in these social media strategies correlate with the rankings of HEIs. Our findings suggest a nuanced interaction between social media engagement and the perceived prestige of HEIs.

Abstract
Automated assessment tools for programming assignments have become increasingly popular in computing education. These tools offer a cost-effective and highly available way to provide timely and consistent feedback to students. However, when evaluating a logically incorrect source code, there are some reasonable concerns about the formative gap in the feedback generated by such tools compared to that of human teaching assistants. A teaching assistant either pinpoints logical errors, describes how the program fails to perform the proposed task, or suggests possible ways to fix mistakes without revealing the correct code. On the other hand, automated assessment tools typically return a measure of the program's correctness, possibly backed by failing test cases and, only in a few cases, fixes to the program. In this paper, we introduce a tool, AsanasAssist, to generate formative feedback messages to students to repair functionality mistakes in the submitted source code based on the most similar algorithmic strategy solution. These suggestions are delivered with incremental levels of detail according to the student's needs, from identifying the block containing the error to displaying the correct source code. Furthermore, we evaluate how well the automatically generated messages provided by AsanasAssist match those provided by a human teaching assistant. The results demonstrate that the tool achieves feedback comparable to that of a human grader while being able to provide it just in time.