Group Rekeying Schemes for Secure Group Communication in Wireless Sensor Networks

Wireless sensor networks are promising solutions for many applications. However, wireless sensor nodes suffer from many constraints such as low computation capability, small memory, limited energy resources, and so on. Grouping is an important technique to localize computation and reduce communication overhead in wireless sensor networks. In this paper, we use grouping to refer to the process of combining a set of sensor nodes with similar properties. We propose two centralized group rekeying (CGK) schemes for secure group communication in sensor networks. The lifetime of a group is divided into three phases, i.e., group formation, group maintenance, and group dissolution. We demonstrate how to set up the group and establish the group key in each phase. Our analysis shows that the proposed two schemes are computationally efficient and secure.

The Performance of Elliptic Curve Based Group Diffie-Hellman Protocols for Secure Group Communication over Ad Hoc Networks

The security of the two party Diffie-Hellman key exchange protocol is currently based on the discrete logarithm problem (DLP). However, it can also be built upon the elliptic curve discrete logarithm problem (ECDLP). Most proposed secure group communication schemes employ the DLP-based Diffie-Hellman protocol. This paper proposes the ECDLP-based Diffie-Hellman protocols for secure group communication and evaluates their performance on wireless ad hoc networks. The proposed schemes are compared at the same security level with DLP-based group protocols under different channel conditions. Our experiments and analysis show that the Tree-based Group Elliptic Curve Diffie-Hellman (TGECDH) protocol is the best in overall performance for secure group communication among the four schemes discussed in the paper. Low communication overhead, relatively low computation load and short packets are the main reasons for the good performance of the TGECDH protocol.

The Use of Vocabulary in an Eighth Grade Mathematics Classroom: Improving Usage of Mathematics Vocabulary in Oral and Written Communication

In this action research study of my mathematics classroom of eighth grade students, I investigated the use of mathematics vocabulary by focusing on improving the usage of this vocabulary in both oral and written communication. I discovered oral communication tended to show more improvements compared to written communication done by the same group of students. As a result of this research, I plan to continue to focus my teaching on the use of mathematics vocabulary in an effort to help my students gain a greater understanding of the daily use of that vocabulary.

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.