Fast Object Removal Attacks on Safety-Critical Video-based Perception Systems

By leveraging data from video-based perception systems, intelligent transportation systems (ITS) support safety-critical applications that improve road safety. However, adversaries may manipulate video frames to compromise downstream perception modules, causing failures in safety-critical functions and increasing risks to vulnerable road users. This paper presents a novel attack model and an end-to-end framework for near-real-time targeted object removal attack on a video-based safety-critical system. The end-to-end attack pipeline consists of four stages: localizing targets in each frame, retrieving coherent patches from earlier frames, blending them using context-aware alpha compositing, and reconstructing attacked frames. Experiments at an intersection on the South Carolina Connected Vehicle Testbed (SC-CVT) show that reconstructed frames have high global similarity to the originals, with frame-level Peak Signal to Noise Ratio (PSNR) above 40 dB and Structural Similarity Index Measure (SSIM) above 0.996. Using the YOLO-based detector, the attack reduces object detections by up to 97.59% and achieves a frame-level attack success rate of 94.48%. Across the evaluated detectors and frame resolutions, the mean execution time ranges from 0.074 to 0.172 seconds per frame on GPU hardware, indicating near-real-time performance in testing. The forensic evaluation using several pretrained tamper-detection models shows limited ability to distinguish reconstructed from authentic frames. The findings suggest that video-based perception is vulnerable to stealthy object removal attacks that can degrade the performance of safety-critical applications by reducing object detectability. These findings can help develop mitigation strategies against adversarial object removal attacks that threaten safety-critical applications, such as vision-based pedestrian safety systems.

The Promises and Pitfalls of Using Language Models to Measure Instruction Quality in Education

Assessing instruction quality is a fundamental component of any improvement efforts in the education system. However, traditional manual assessments are expensive, subjective, and heavily dependent on observers' expertise and idiosyncratic factors, preventing teachers from getting timely and frequent feedback. Different from prior research that mostly focuses on low-inference instructional practices on a singular basis, this paper presents the first study that leverages Natural Language Processing (NLP) techniques to assess multiple high-inference instructional practices in two distinct educational settings: in-person K-12 classrooms and simulated performance tasks for pre-service teachers. This is also the first study that applies NLP to measure a teaching practice that is widely acknowledged to be particularly effective for students with special needs. We confront two challenges inherent in NLP-based instructional analysis, including noisy and long input data and highly skewed distributions of human ratings. Our results suggest that pretrained Language Models (PLMs) demonstrate performances comparable to the agreement level of human raters for variables that are more discrete and require lower inference, but their efficacy diminishes with more complex teaching practices. Interestingly, using only teachers' utterances as input yields strong results for student-centered variables, alleviating common concerns over the difficulty of collecting and transcribing high-quality student speech data in in-person teaching settings. Our findings highlight both the potential and the limitations of current NLP techniques in the education domain, opening avenues for further exploration.