Exploiting the lock: leveraging MiG-V's logic locking for secret-data extraction.

The MiG-V was designed for high-security applications and is the first commercially available logic-locked RISC-V processor on the market. In this context, logic locking was used to protect the RISC-V processor design during the untrusted manufacturing process by using key-driven logic gates to obfuscate the original design. Although this method defends against malicious modifications, such as hardware Trojans, logic locking's impact on the RISC-V processor's data confidentiality during runtime has not been thoroughly examined.

From fixed-pressure paediGAV to programmable proGAV/proSA serial valves for pediatric hydrocephalus within the 1st year of life: a technical single-center analysis.

Objective: Programmable valves have gained increasing popularity in the complex treatment of pediatric hydrocephalus. Over the last decade, adjustable serial valves have gradually replaced fixed-pressure valves in the authors' department. The present study investigates this development by analyzing shunt- and valve-related outcomes for this vulnerable population.

Endoscope-assisted resection of brainstem cavernous malformations.

Targeted surgical precision and minimally invasive techniques are of utmost importance for resectioning cavernous malformations involving the brainstem region. Minimisation of the surgical corridor is desirable but should not compromise the extent of resection. This study provides detailed information on the role of endoscopy in this challenging surgical task.

Time-Multiplexed Illumination for simultaneous Structural and Functional Voltage Sensitive Dye Recordings with a single Photo Sensor.

The in-vivo optical imaging of the cortical surface provides the ability to record different types of biophysiological signals, e.g., structural information, intrinsic signals, like blood oxygenation coupled reflection changes as well as extrinsic properties of voltage sensitive probes, like fluorescent voltage-sensitive dyes.

Learning from errors is attributable to episodic recollection rather than semantic mediation.

Many recent studies have shown that memory for correct answers is enhanced when an error is committed and then corrected, as compared to when the correct answer is provided without intervening error commission. The fact that the kind of errors that produced such a benefit, in past research, were those that were semantically related to the correct answer suggested that the effect may occur because the error provides a semantic stepping stone to the correct answer: the Semantic Mediation hypothesis. This hypothesis seems at odds with the finding that amnesicsgenerate answers, again including those studied by Tulving and his colleagues-who purportedly have spared semantic/implicit memory-experience enormous difficulties when they commit errors.

A New Clip Generation for Microsurgical Treatment of Intracranial Aneurysms-The First Case Series.

Objective: Considerable effort has been made in order to reduce surgical invasiveness while maintaining optimal exploiting of the operative space in aneurysm surgery. One aspect of this evolution is represented by the Lazic (Peter Lazic GmbH, Tuttlingen, Germany) aneurysm clip system. The purpose of this study was to illustrate the new generation clip system in practiced aneurysm surgery.

Making related errors facilitates learning, but learners do not know it.

Producing an error, so long as it is followed by corrective feedback, has been shown to result in better retention of the correct answers than does simply studying the correct answers from the outset. The reasons for this surprising finding, however, have not been investigated. Our hypothesis was that the effect might occur only when the errors produced were related to the targeted correct response.

Receiving right/wrong feedback: consequences for learning.

Prior work suggests that receiving feedback that one's response was correct or incorrect (right/wrong feedback) does not help learners, as compared to not receiving any feedback at all (Pashler, Cepeda, Wixted, & Rohrer, 2005). In three experiments we examined the generality of this conclusion. Right/wrong feedback did not aid error correction, regardless of whether participants learned facts embedded in prose (Experiment 1) or translations of foreign vocabulary (Experiment 2).