Rijndael FPGA implementations utilising look-up tables

This paper presents single-chip FPGA Rijndael algorithm implementations of the Advanced Encryption Standard (AES) algorithm, Rijndael. In particular, the designs utilise look-up tables to implement the entire Rijndael Round function. A comparison is provided between these designs and similar existing implementations. Hardware implementations of encryption algorithms prove much faster than equivalent software implementations and since there is a need to perform encryption on data in real time, speed is very important. In particular, Field Programmable Gate Arrays (FPGAs) are well suited to encryption implementations due to their flexibility and an architecture, which can be exploited to accommodate typical encryption transformations. In this paper, a Look-Up Table (LUT) methodology is introduced where complex and slow operations are replaced by simple LUTs. A LUT-based fully pipelined Rijndael implementation is described which has a pre-placement performance of 12 Gbits/sec, which is a factor 1.2 times faster than an alternative design in which look-up tables are utilised to implement only one of the Round function transformations, and 6 times faster than other previous single-chip implementations. Iterative Rijndael implementations based on the Look-Up-Table design approach are also discussed and prove faster than typical iterative implementations.

Learning about probability from text and tables: Do color coding and labeling through an interactive-user interface help?

Learning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson. Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the table and time with the lesson. Both labeling and color coding increased looks between the text and corresponding information in the table. The findings provide support for the multimedia principle, and they suggest that providing labeling enhances learning about probabilistic reasoning from text and tables