Algebraic attacks on clock-controlled stream ciphers

We present an algebraic attack approach to a family of irregularly clock-controlled bit-based linear feedback shift register systems. In the general set-up, we assume that the output bit of one shift register controls the clocking of other registers in the system and produces a family of equations relating the output bits to the internal state bits. We then apply this general theory to four specific stream ciphers: the (strengthened) stop-and-go generator, the alternating step generator, the self-decimated generator and the step1/step2 generator. In the case of the strengthened stop-and-go generator and of the self-decimated generator, we obtain the initial state of the registers in a significantly faster time than any other known attack. In the other two situations, we do better than or as well as all attacks but the correlation attack. In all cases, we demonstrate that the degree of a functional relationship between the registers can be bounded by two. Finally, we determine the effective key length of all four systems.

Algebraic attacks on clock-controlled cascade ciphers

In this paper, we mount the first algebraic attacks against clock controlled cascade stream ciphers. We first show how to obtain relations between the internal state bits and the output bits of the Gollmann clock controlled cascade stream ciphers. We demonstrate that the initial states of the last two shift registers can be determined by the initial states of the others. An alternative attack on the Gollmann cascade is also described, which requires solving quadratic equations. We then present an algebraic analysis of Pomaranch, one of the phase two proposals to eSTREAM. A system of equations of maximum degree four that describes the full cipher is derived. We also present weaknesses in the filter functions of Pomaranch by successfully computing annihilators and low degree multiples of the functions.

Digital credentialing: does it offer a meaningful response to initial teacher education reform?

The purpose of this chapter is to highlight key features of the disruptive technological innovation identified as digital credentialing and also known as digital badging or Open Badges. The chapter discusses the current policy reform landscape in Australia for the initial teacher education (1TB) context and then offers the possibility of how digital credentialing may create opportunities to meaningfully address policy recommendations, particularly in relation to the concepts of graduates being 'classroom ready'. While not an extensive review of the literature about digital credentialing, the chapter discusses the disruptive innovation and emerging understandings and design frameworks that can support new ways of approaching initial teacher education.