Tight Reductions for Diffie-Hellman Variants in the Algebraic Group Model

2019 ◽  
pp. 169-188 ◽  
Author(s):  
Taiga Mizuide ◽  
Atsushi Takayasu ◽  
Tsuyoshi Takagi
Keyword(s):  
Algebraic Group ◽  
Group Model ◽  
Diffie Hellman

Pedagogical Explanation Methods of Teaching Matrix Programming Operations: Effects on Students’ Achievements in IPCs

2015 ◽  
Vol 1 (3) ◽  
pp. 69
Author(s):  
Arjan Skuka
Keyword(s):  
Programming Languages ◽  
Teaching And Learning ◽  
Computer Programming ◽  
General Level ◽  
Control Group ◽  
Group Model ◽  
Computer Engineering ◽  
Success Rates ◽  
Engineering Department ◽  
Students Success

Despite the fact that introductory programming courses (IPCs) are taught at universities for more than thirty years, students still find computer programming very difficult to learn. Programming pedagogy deals with the methods and principles of teaching and learning computer programming. The programming pedagogical approaches that have been proposed to increase the efficiency of teaching and learning computer programming mostly focus on the tools, paradigms, programming languages and environments used in IPCs. To increase significantly the students’ success rates in IPCs, these approaches should be complemented with pedagogical explanation (PE) methods. This research is focused on a PE method of teaching sequential search of a matrix row (SSMR). The research was designed as experimental study with pretest-posttest control group model, involving students of Computer Engineering department Izmir University. While the experimental group was subjected to a pedagogical explanation method, a traditional explanation method was applied in the control group. To collect the research data, an achievement pretest, posttest and a questionnaire were developed and applied. The research findings showed the effectiveness of teaching SSMR by using a PE method. This method positively influenced students’ level of topic comprehension, which consequently improved their achievements. In order for students to understand better the other matrix programming operations, similar PE methods should be developed and used in IPCs. On a more general level, the results of this research suggested that PE methods should be developed and used for other topics that students usually find difficult to understand in IPCs. Using these methods can be a very important factor in significantly increasing students’ success in IPCs.

Additive Groups in a Non-Symbolic ‘Artificial Algebra’

2020 ◽  
Author(s):  
Randolph C Grace ◽  
Nicola J. Morton ◽  
Matt Grice ◽  
Kate Stuart ◽  
Simon Kemp
Keyword(s):  
Algebraic Group ◽  
Explicit Instruction ◽  
Strong Support ◽  
Line Length

Grace et al. (2018) developed an ‘artificial algebra’ task in which participants learn to make an analogue response based on a combination of non-symbolic magnitudes by feedback and without explicit instruction. Here we tested if participants could learn to add stimulus magnitudes in this task in accord with the properties of an algebraic group. Three pairs of experiments tested the group properties of commutativity (Experiments 1a-b), identity and inverse existence (Experiments 2a-b) and associativity (Experiments 3a-b), with both line length and brightness modalities. Transfer designs were used in which participants responded on trials with feedback based on sums of magnitudes and later were tested with novel stimulus configurations. In all experiments, correlations of average responses with magnitude sums were high on trials with feedback, r = .97 and .96 for Experiments 1a-b, r = .97 and .96 for Experiments 2a-b, and ranged between r = .97 and .99 for Experiment 3a and between r = .82 and .95 for Experiment 3b. Responding on transfer trials was accurate and provided strong support for commutativity, identity and inverse existence, and associativity with line length, and for commutativity and identity and inverse existence with brightness. Deviations from associativity in Experiment 3b suggested that participants were averaging rather than adding brightness magnitudes. Our results confirm that the artificial algebra task can be used to study implicit computation and suggest that representations of magnitudes may have a structure similar to an algebraic group.

Implementasi Keamanan pada Transaksi Data Menggunakan Sertifikat Digital X.509

2017 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Is Mardianto ◽  
Kuswandi Kuswandi
Keyword(s):  
Mobile Phone ◽  
Web Service ◽  
Data Exchange ◽  
User Authentication ◽  
Digital Certificate ◽  
Security Issues ◽  
Diffie Hellman ◽  
Digital Certificates ◽  
Mobile Phone Applications ◽  
Secure Hash Algorithm

Security issues have become a major issue on the Internet. One of the security methods that are widely used today is to implement a digital certificate. Digital certificates have evolved over time, one of which is the X.509 digital certificate. Digital certificates have been widely used as authentication applications, web network authentication and other authentication systems that require digital certificates. This research is carried out by implementing an X.509 digital certificate technology as a mobile web service with its client. Secure Hash Algorithm (SHA), Diffie-Hellman, and Advanced Encryption Standard (AES) are used to secure the data exchange transaction between the web service and mobile phone. SHA algorithm will be used for user authentication, Diffie-Hellman algorithm will be used for public key exchange and AES algorithms will be used for symmetric cryptography data. The results of the application of digital certificates, the SHA algorithm, Diffie-Hellman, and AES in mobile phone applications, provide security application running on web service. Index Terms—Digital Certificate, X.509, SHA, Diffie Hellman, AES

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