Content uploaded by Linko Nikolov
Author content
All content in this area was uploaded by Linko Nikolov on Feb 27, 2025
Content may be subject to copyright.
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 1
ERASMUS+ KA02 PROJECT DIMAS – CURRENT RESULTS AND ANALYSES
Linko G. Nikolov1, Dilyan I. Dimitrov1, Krasimir O. Slavyanov2
1Communication Networks and Systems, National Military University, Shumen, Bulgaria
2Computer Systems and Technologies, National Military University, Shumen, Bulgaria
linkonikolov@gmail.com , dilyan1973@gmail.com . k.o.slavyanov@gmail.com
Abstract: The European Union Erasmus+ program offers the opportunity to create and evolve
strategic partnerships among European institutions. By KeyAction02 projects, collaboration over dif-
ferent topics is available. Such project is the ongoing DIMAS, which aims to improve the teaching
and learning process of Defence and Security higher education Mathematics courses. The current
results of DIMAS projects are presented in this review paper.
Keywords: Erasmus+, Mathematics, Higher education, Defence and Security
Introduction
The way of teaching and learning Mathematics in a contemporary digital environment,
required by on-line learning, seems to be inadequate among young audiences. There are
difficulties in presenting formulas, equations, theorems etc. With the DIMAS project the
partners want to increase the interest in studying Mathematics, as well as provide more
understandable Maths problems and easy to imagine Maths applications via the power of
contemporary Math teaching digital tools.
The project is planned by methodological steps, first of which includes survey among
students and teachers and after that - analysed responses. Common areas of Mathematics
in Defence and Security are allocated and specific Mathematics-based problem scenarios
are elaborated. It is planned to review a contemporary Maths teaching software. Test of
the proposed innovative way of Mathematics teaching will be performed in the form of 4
learning, teaching and training activities (LTTAs) as part of project activities. One of the
important sharing activity is the web domain www.dimas-project.eu creation.
1. Project management practices.
Project management is the 1st work package of the DIMAS project. It is mainly divided
into 8 sections:
1) Project monitoring – degree of results completion;
2) Work breackdown structure creation and control – “who” will do “what” and
“when”;
3) Fine budget control – detailed activities work days control;
4) Risk management – risk assessment and handling;
5) Accessible activities – conferences, multiplier events etc. planning and organizing;
6) Digital tools – choice, exploitation, licences;
7) Green practices – if any (unofficial online meetings regularly);
8) Civic engagement.
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 2
The project monitoring includes constant communication over a specific internet chat
application in a group (fig. 1), email and cloud storage for documents as intellectual out-
puts. Official Transnational Project Meeting (TPM2) was held in March 2024 in Bucharest,
Romania (fig. 2). Also, unofficial online meetings are held, supporting the official Trans-
national Project Meetings, which are planned only 3. By which transport and support fund-
ing savings is achieved. More than 15 persons took part during TPM2 with discussion over
project tasks, budget details and accounting, DIMAS implementation plan, surveys content
and initial Math concepts for Defence and Security.
Fig. 1: Constant communication and unofficial online meetings
Fig. 2: DIMAS 2nd Transnational Project Meeting, Bucharest, March 2024
Work breakdown had been made in a decent manner just before the project start. Work
packages (WPs) and activities (A) responsible institutions were defined. All this with time
allocated – start and end date of the corresponding project activity. For example from WP2,
Activity A2.1 - survey creation end date: 31.03.2024.
The budget control includes strict following the work days and work hours of the per-
sonnel – not more and not less than predefined from the project funding. In any case, con-
tribution is made with more work than that defined in the project as a co-financing mech-
anism.
Risk assessment concludes in more than one person to create project content and out-
comes. Furthermore, every partner institution is included in every project activity and ex-
pected result. This is a way to declare that all outcomes can be achieved. For the financial
coordination and control form Bulgarian side, two persons are available for funding trans-
actions, and project leader and project coordinator available for double-chack control.
Projects results achievement, sharing, planning and control is done by Accessible ac-
tivities discussions and acceptance. For example, a combination between EMILYO 64 IG
Meeting and the DTF2024 conference made in order to construct the results sharing and
even future collaboration and scientific work development.
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 3
The usage of digital tools is still under consideration, but ideas for Math teaching and
working software are already defined and consent between project partners.
Green practices until now conclude in travel and support savings having regular (al-
most monthly) online meetings, lasting at least 1 hour. During such online meetings,
achieved results are discussed. As for the civic engagement it is difficult to attract compa-
nies to contribute with work ot products, since no funding is presented. In any way, com-
panies’ workers can take part in official and unofficial surveys and questionaries – for
example “What Math apparatus is needed for an employee to finish his task/job?” question
response. Moreover, guests to events like the scientific conferences use to get familiar with
the “Erasmus+” project achieved results and some discussions are available.
2. Math – related subjects in Defence and Security education.
Work package 2 is named “Mathematics-based scenarios in defence and security and
education”. Total of 5 activities are planned. Up until now, all are scheduled completed,
but further actions are needed from all project partners in order to accept the activities
results and outcomes. An important initial point is to declare the Math-related subjects in
Defence and Security education curriculums, at least among partner study plans. Such a
list is presented in table 1. Some military specialties study Linear Algebra, Geometry and
Calculus as obligatory subjects during 1st and 2nd year.
Table 1. Math – related subjects* in Defence and Security education
№
Project relevant Defence and Security
education specialties
Relevant Math–related subjects
1
Land forces
Control Theory
Decision making
2
Artillery
Fire support and fire control
Ballistics
3
Air Defence and Missile Defence
Radiolocation
Radionavigation
Data transfer
4
Military communication and infor-
mation systems
Theory of electricity
Radiowaves and antenna propagation
Telecommunications modelling
Relational database management sys-
tems
Artificial intelligence
5
Military logistics
Military transport
6
Armament
Computer aided armament design
*Essential examples of subjects only
Not all possible military specialties are mentioned, moreover pure Math subjects are
naturally omitted in table 1, having Math theorems by default in its content. For Land
forces specialties, Math subjects 1st and 2nd year seem missing in the curriculum at NMU
“Vasil Levski”, nevertheless it is needed for Control Theory and Decision making.
As for results in the form of indicator achievements:
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 4
I2.1 – 11 Institutions, different from the partners, responded the survey (10 planned);
I2.2 – 5 Directions of Security and Defence education defined (4 planned);
I2.3 – 25 Study cases developed (20 planned);
I2.4 – 17 teachers took part in the Math-based workshop (10 planned);
I2.5 – More than 7 Math branches are under discussion (5 planned);
I2.6 – Minimum 5 Math-based scenarios planned to be integrated in the different
study cases.
A study case is the common area, and the Math-based scenarios are the separate Math
problems (Math tasks). Having Math theory included inside specific subjects in Defence
area, it seems extremely important for learners to get explained the practical point of view
and Math theory application. For example: in Artillery, fire split and target hit research and
analysis must be made according to Statistics theory. As for technical specialties, Radio-
communication follows the random principles having received signal level a random value.
In Land forces management and control, Decision making must be precised and calculated
by weighted functions and criterion – Savage, Wald, Hurwitz, Laplace. Other Math-related
subject as Logistics solve the problem for optimal transportation and storage area manage-
ment and calculation.
The DIMAS project partners agree on several most-relevant Math-based concepts in
Defence and Security education.
3. Math – related concepts in Defence and Security.
The DIMAS work done up-to-date considered most relevant Math-concepts to be
pointed out. Most relevant accepted to be:
- Applied Mathematics – Probability theory, Statistics, Game theory;
- Space – Linear Algebra, Trigonometry;
- Change – Calculus, Differential equations, Dynamic systems;
- Discrete Math – Cryptography;
- Set theory.
Some Math-related content was discussed during the DIMAS 1st LTTA activity (A4.1)
held in July 2024 at Hellenic Army Academy, Athens, Greece.
Fig. 3: DIMAS LTTA1, Athens, Greece
3.1. Math-related concepts in Technical systems for defence and security.
A technical system for defence and security can be stated to be the Military Com-
munication and Information System (CIS). One Math-related concept in CIS is the signals
and systems modelling. In the area of military radiocommunications, radio networks are
created using radio transmitters and radio receivers over a predefined frequency bands.
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 5
During radio emissions, AWGN process affects the radio channel, and commanders’ voice
may be difficult to be recognized and understood. It is difficult to overcome the noise dis-
ruptions in analogue communications, but on the other hand – via digital manipulations of
the signal, the process of noise can be eliminated in a certain manner, which can help
clearing out the voice commands and/or important data transmitted. Digital receivers as-
sess the magnitude of the distorted received signal and are able to recreate pure infor-
mation, transferred between respondents. The estimation of the AWGN impact over the
transmitted signal is done by calculating error-vector magnitude. In this scenario 3 variants
will be presented for AWGN impact, each with some parameters. The 3 variants are:
• AWGN over BPSK manipulation;
• AWGN over QPSK manipulation, and
• AWGN over 16-QAM manipulation.
Parameters for the Math-based scenarios are values of Signal-to-Noise Ratio (SNR).
Mathematical representation od a complex signal is described by:
𝑠(𝑡)= 𝑈𝑚. cos(2. 𝜋. 𝑓. 𝑡)+ 𝑗. 𝑈𝑚. sin(2. 𝜋. 𝑓. 𝑡)
And the software implementation of a simple sinusoid can be:
xsin=sin(2*pi*[1:0.1:1000]); plot(1:200,xsin(1:200));
xlabel('време'); ylabel('амплитуда')
Fig. 3: Software representation of electrical signal
More enhanced Math-based model can be the Telecommunication channel model, rep-
resented on fig. 4.
a) b)
Fig. 4: a) Math-based channel model, b) 16QAM after AWGN noise
Fig. 4 includes n(t) model as Additive White Gaussian Noise to represent the real ap-
plied random values as added noise onto a 16 QAM carrier signal for example.
It is believed students will increase their interest via digital tools graphics representa-
tions and application explained: electromagnetic signals representation; noise processes
visualization, etc.
3.2. Math-related concept in Artificial Intelligence for defence and security.
Another Math-related concept example can be “Application of fuzzy logic in cyber-
security decision making and analysis after a cyber incident detection”. This approach is
applying a fuzzy logic decision-making system (Fuzzy Inference System) after detecting a
specific cyber incident in a given communication and information infrastructure,
Proceedings of International Scientific Conference “Defense Technologies” DefTech 2024,
Faculty of Artillery, Air Defense and Communication and Information Systems
ISSN 2367-7902 6
supporting the adoption of rapid and adequate measures in the affected systems, both to
minimize the consequences for the infrastructure and the functioning of the systems as in
general, as well as to support the detailed analysis and prevention of a given cyber incident
that has been committed. In the selection and summarization of the used input fuzzy vari-
ables, the modern state of cyber-attacks, attack targets, aims of attack are defined by fuzzy
membership functions represented by a Gaussian combination membership function. The
areas of action by the responsible personnel or specialized software are summarized in 3
areas – hardware actions, software actions and user actions. The intruder profile can also
be analysed. These functions compute fuzzy membership values using a generalized bell-
shaped membership function. These if-then rule statements are used to formulate the con-
ditional statements that comprise fuzzy logic set of rules. Common logical operators like
AND, OR, NOT etc. are implemented.
Fig. 5: Fuzzy inference system for cybersecurity decision making
For such a scenario, the topics involved can be “Security information and event man-
agement (SIEM)” and/or “Artificial intelligence systems for cybersecurity”. Areas of
Mathematics are Fuzzy logic, Gaussian distribution and Boolean algebra. Students will
earn knowledge of strategic elements of national security; basic knowledge in mathematics
- Boolean operations, Fuzzy logic, and Normal distribution in order to describe and analyse
Fuzzy logic, optimize Membership function and define sets of fuzzy rules for common
cybersecurity problem. Students can also earn comprehensive knowledge of cybersecurity
software tools, basic cybersecurity threats, and cyber defence approaches. As for evalua-
tion, students are scored during cyber security process of correct and reasonable analysis
to assess their understanding of the basic concept of national security critical cyber threats,
intrusion detection and intrusion prevention for cyber incidents.
Conclusion
Increased interest in Mathematics science and the way it is taught and learned. A hand-
book for specific Maths-based scenarios and interactive didactic materials will be devel-
oped in favour of consequential short-term pilot schools creation. Short-term pilot schools
will test and improve the knowledge and skills of teachers and learners, connected with
Maths science. All results from this project will be presented in scientific papers and up-
loaded in the dedicated www.dimas-project.eu [1] web platform.
Acknowledgments
This paper is created in favour of “Erasmus+” KA02 project 2023-1-BG01-KA220-
HED-000156664 “Digital Mathematics Applied in Defence and Security Education - DI-
MAS”.