Towards designing privacy-preserving signature-based IDS as a service : a study and practice

With the advent of Cloud Computing, IDS as a service (IDSaaS) has been proposed as an alternative to protect a network (e.g., financial organization) from a wide range of network attacks by offloading the expensive operations such as the process of signature matching to the cloud. The IDSaaS can be roughly classified into two types: signature-based detection and anomaly-based detection. During the packet inspection, no party wants to disclose their own data especially sensitive information to others, even to the cloud provider, for privacy concerns. However, current solutions of IDSaaS have not much discussed this issue. In this work, focus on the signature-based IDSaaS, we begin by designing a promising privacy-preserving intrusion detection mechanism, the main feature of which is that the process of signature matching does not reveal any specific content of network packets by means of a fingerprint-based comparison. We further conduct a study to evaluate this mechanism under a cloud scenario and identify several open problems and issues for designing such a privacy-preserving mechanism for IDSaaS in a practical environment.

Short designated verifier signature scheme and its identity-based variant

The notion of strong designated verifier signature was put forth by Jakobsson, Sako and Impagliazzo in 1996, but the formal definition was defined recently by Saeednia, Kremer and Markowitch in 2003 and revisited by Laguil- laumie and Vergnaud in 2004. In this paper, we firstly propose the notion of short strong designated verifier sig- nature scheme, and extend it to the short identity-based strong designated verifier scheme. Then, we propose the first construction of short strong designated verifier sig- nature scheme. We also extend our scheme to construct a short identity-based strong designated verifier signature scheme. The size of the signature of our schemes is the shortest compared to any existing schemes reported in the literature. We provide formal security proofs for our schemes based on the random oracle model. Finally, we also discuss an extension of our scheme to construct a short strong designated verifier signature without random oracle.

Cryptanalysis and improvement of an efficient certificateless signature scheme

In traditional digital signature schemes, certificates signed by a trusted party are required to ensure the authenticity of the public key. In Asiacrypt 2003, the concept of certificateless signature scheme was introduced. The advantage of certificate-less public key cryptography successfully eliminates the necessity of certificates in the traditional public key cryptography and simultaneously solves the inherent key escrow problem suffered in identity-based cryptography. Recently, Yap et al. proposed an efficient certificateless signature scheme and claimed that their scheme is existentially unforgeable in the random oracle model. In this paper, we show that the certificateless signature scheme proposed by Yap et al. is insecure against public key replacement attacks. Furthermore, we propose an improved certificateless signature scheme, which is existentially unforgeable against adaptive chosen message attacks under the computational Diffie-Hellman assumption in the random oracle model and provide the security proof of the proposed scheme.

IPA: Integrated predictive gene signature from gene expression based breast cancer patient samples

Background: Novel predictive markers are needed to accurately diagnose the breast cancer patients so they do not need to undergo any unnecessary aggressive therapies. Various gene expression studies based predictive gene signatureshave generated in the recent past to predict the binary estrogen-receptor subclass or to predict the therapy response subclass. However, the existing algorithms comes with many limitations, including low predictive performances over multiple cohorts of patients and non-significant or limited biological roles associated with thepredictive gene signatures. Therefore, the aim of this study is to develop novel predictive markers with improved performances.Methods: We propose a novel prediction algorithm called IPA to construct a predictive gene signature for performing multiple prediction tasks of predicting estrogen-receptor based binary subclass and predicting chemotherapy response (neoadjuvantly) based binary subclass. The constructed gene signature with considering multiple classification techniques was used to evaluate the algorithm performance on multiple cohorts of breast cancer patients.Results: The evaluation on multiple validation cohorts demonstrated that proposed algorithm achieved stable and high performance to perform prediction tasks, with consideration given to any classification techniques. We show that the predictive gene signature of our proposed algorithm reflects the mechanisms underlying the estrogen-receptors or response to therapy with significant greater biological interpretations, compared with the other existing algorithm.

Obtain confidentiality or/and authenticity in Big Data by ID-based generalized signcryption

Recently, the Big Data paradigm has received considerable attention since it gives a great opportunity to mine knowledge from massive amounts of data. However, the new mined knowledge will be useless if data is fake, or sometimes the massive amounts of data cannot be collected due to the worry on the abuse of data. This situation asks for new security solutions. On the other hand, the biggest feature of Big Data is "massive", which requires that any security solution for Big Data should be "efficient". In this paper, we propose a new identity-based generalized signcryption scheme to solve the above problems. In particular, it has the following two properties to fit the efficiency requirement. (1) It can work as an encryption scheme, a signature scheme or a signcryption scheme as per need. (2) It does not have the heavy burden on the complicated certificate management as the traditional cryptographic schemes. Furthermore, our proposed scheme can be proven-secure in the standard model. © 2014 Elsevier Inc. All rights reserved.

An efficient anonymous remote attestation scheme for trusted computing based on improved CPK

 The platform remote attestation (RA) is one of the main features of trusted computing platform proposed by the trusted computing group (TCG). The privacy certificate authority (CA) solution of RA requires users to pay for multiple certificates, and the direct anonymous attestation (DAA) solution leads to inefficiency. TCG RA also suffers from limitations of platform configuration privacy. This paper proposed a RA scheme based on an improved combined public key cryptography (ICPK) (abbreviated to RA-ICPK). RA-ICPK is a certificate-less scheme without using public key infrastructure CA signature or DAA signature, which combines commitment scheme, zero-knowledge proof and ring signature (RS) to own the property of unforgeability and privacy. RA-ICPK is mainly based on elliptic curve cryptography without bilinear pair computing, and only carries out zero-knowledge proof one time. RA-ICPK need not depend on trusted third parties to check trusted platform modules identity and integrity values revocations. © 2014 Springer Science+Business Media New York

Developing wikis to foster web-based learning communities : an iterative approach

This paper discusses ongoing research at Deakin University, which focuses on developing wikis to foster web-based learning communities. Research to date has used wikis to facilitate collaborative icebreaker exercises, discussions, and to create knowledge repositories. Student feedback has contributed to the iterative revision of the wiki interface, the icebreaker exercise and the development of new tasks for students to complete using the wiki. The analysis and discussion of the experiments presented in this paper focuses on usage trends such as the signature, viewing and editing patterns exhibited by the student cohort. The community building potential of wikis is discussed, highlighting the specific wiki features that can be used to foster a sense of community in a web-based learning environment. Finally, issues surrounding the development of web-based learning communities, which have emerged through the wiki study, are discussed and future directions are outlined.

Examining the development of the Victorian Certificate of Applied Learning and its implications for schools and teacher education in Australia

The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.

Classification of malware based on string and function feature selection

Anti-malware software producers are continually challenged to identify and counter new malware as it is released into the wild. A dramatic increase in malware production in recent years has rendered the conventional method of manually determining a signature for each new malware sample untenable. This paper presents a scalable, automated approach for detecting and classifying malware by using pattern recognition algorithms and statistical methods at various stages of the malware analysis life cycle. Our framework combines the static features of function length and printable string information extracted from malware samples into a single test which gives classification results better than those achieved by using either feature individually. In our testing we input feature information from close to 1400 unpacked malware samples to a number of different classification algorithms. Using k-fold cross validation on the malware, which includes Trojans and viruses, along with 151 clean files, we achieve an overall classification accuracy of over 98%.

Professional training in applied psychology : towards a signature pedagogy for forensic psychology training

Forensic Psychology is a recognised and important sub-specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of professional psychology to not only articulate the core skills and competencies that are associated with specialist practice but also to develop unique and distinctive approaches to teaching and learning signature pedagogies. Based on the premise that forensic psychological practice is, indeed, a distinctive activity that requires different skills and, importantly, different ways of thinking about the work from other areas of professional psychology, it is suggested that professional training in this area should aim to develop a signature pedagogy which combines methods of teaching and learning that have been developed in legal training programmes with principles of problem-based learning.

A 'respectful relationships' approach : could it be the answer to preventing gender-based violence?

A representation-intensive signature pedagogy for school science?

In this paper we examine Shulman’s notion of signature pedagogies for its usefulness extended to school science. We argue that school science is in an important sense an apprenticeship, and that calls for reform in school science are compatible with Shulman’s practice-based vision of professional learning. Two case studies of teaching and learning will be presented based on research in primary and secondary schools that involved working closely with teachers to develop and validate involving a representation-intensive pedagogy that lays claim to bringing school science closer to the knowledge building practices of science. Video images of classrooms, interviews with students and teachers, and documentation of students’ work, were used to construct insights into the teaching and learning process. It is argued that Shulman’s notion of professional practice as involving apprenticeships of knowledge, practice and identity provides a useful lens through which to view this innovation. Shulman’s characterisation of signature pedagogy is used to identify key features of the approach.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

A distinct DNA methylation signature defines pediatric pre-B cell acute lymphoblastic leukemia

Pre-B cell acute lymphoblastic leukemia (ALL) is the most prevalent childhood malignancy and remains one of the highest causes of childhood mortality. Despite this, the mechanisms leading to disease remain poorly understood. We asked if recurrent aberrant DNA methylation plays a role in childhood ALL and have defined a genome-scale DNA methylation profile associated with the ETV6-RUNX1 subtype of pediatric ALL. Archival bone marrow smears from 19 children collected at diagnosis and remission were used to derive a disease specific DNA methylation profile. The gene signature was confirmed in an independent cohort of 86 patients. A further 163 patients were analyzed for DNA methylation of a three gene signature. We found that the DNA methylation signature at diagnosis was unique from remission. Fifteen loci were sufficient to discriminate leukemia from disease-free samples and purified CD34+ cells. DNA methylation of these loci was recurrent irrespective of cytogenetic subtype of pre-B cell ALL. We show that recurrent aberrant genomic methylation is a common feature of pre-B ALL, suggesting a shared pathway for disease development. By revealing new DNA methylation markers associated with disease, this study has identified putative targets for development of novel epigenetic-based therapies.