We introduce the area of remote physical device fingerprinting, or fingerprinting a physical device, as opposed to an operating system or class of devices, remotely, and without the fingerprinted device's known cooperation. We accomplish this goal by exploiting small, microscopic deviations in device hardware: clock skews. Our techniques do not require any modification to the fingerprinted devices. Our techniques report consistent measurements when the measurer is thousands of miles, multiple hops, and tens of milliseconds away from the fingerprinted device and when the fingerprinted device is connected to the Internet from different locations and via different access technologies. Further, one can apply our passive and semipassive techniques when the fingerprinted device is behind a NAT or firewall, and. also when the device's system time is maintained via NTP or SNTP. One can use our techniques to obtain information about whether two devices on the Internet, possibly shifted in time or IP addresses, are actually the same physical device. Example applications include: computer forensics; tracking, with some probability, a physical device as it connects to the Internet from different public access points; counting the number of devices behind a NAT even when the devices use constant or random IP IDs; remotely probing a block of addresses to determine if the addresses correspond to virtual hosts, e.g., as part of a virtual honeynet; and unanonymizing anonymized network traces.

SINCE 1980, the IEEE Symposium on Security and Privacy has been the premier annual forum for the presentation of scientific developments in information security and privacy technology, and for bringing together researchers and practitioners in the field. It is sponsored by the IEEE Computer Society Technical Committee on Security and Privacy, in co-operation with The International Association for Cryptologic Research (IACR). The program committee of the 2005 conference received 192 submissions, and selected 17 papers to be presented, on the basis of excellence of scientific contribution. Out of these 17 high quality papers, the program committee selected three as the most highly rated papers for this special issue. In no particular order, they are: “Hardware-Assisted Circumvention of Self-Hashing Software Tamper Resistance” by P.C. van Oorschot, Anil Somayaji, and Glenn Wurster; “Remote Physical Device Fingerprinting” by Tadayoshi Kohno, Andre Broido, and K.C. Claffy; “Relating Symbolic and Cryptographic Secrecy” by Michael Backes and Birgit Pfitzmann. Like all scientific conferences, the IEEE Symposium on Security and Privacy lives from the voluntary and hard work of many people. We wish to thank all of them-authors, reviewers, participants and organizers-but in particular the members of the program committee: William Arbaugh, Michael Backes, Josh Benaloh, Marc Dacier, Herve Debar, George Dinolt, Riccardo Focardi, Virgil Gligor, Peter Gutmann, Dogan Kesdogan, Helmut Kurth, Wenke Lee, Roy Maxion, John McHugh, Catherine Meadows, Radia Perlman, Birgit Pfitzmann, Joachim Posegga, Niels Provos, Josyula R. Rao, Michael Reiter Eric Rescorla, Rei SafaviNaini, Pierangela Samarati, Andrei Serjantov, Giovanni Vigna, Dan S. Wallach, Andreas Wespi, and Marianne Winslett. We also thank the anonymous journal reviewers of the three papers published in this special issue for their work. Vern Paxson received the MS and PhD degrees from the University of California, Berkeley, and has been (and continues to be) a staff scientist with the Lawrence Berkeley National Laboratory’s Network Research Group for many years. He began at the ICIR group of the International Computer Science Institute (ICSI) in 1999. His main active research projects are Bro, worms (including the network telescope project), DETER, and PREDICT. He has been the vice chair of ACM SIGCOMM; program cochair for IEEE Security and Privacy 2005 (Program); and program committee member for SRUTI 2005, RAID 2005, ACSAC 2005, and USENIX/ACM NSDI ’05. He was on the editorial board of IEEE/ACM Transactions on Networking from 2000-2004.

Self-hashing has been proposed as a technique for verifying software integrity. Appealing aspects of this approach to software tamper resistance include the promise of being able to verify the integrity of software independent of the external support environment, as well as the ability to integrate code protection mechanisms automatically. In this paper, we show that the rich functionality of most modern general-purpose processors (including UltraSparc, x86, PowerPC, AMD64, Alpha, and ARM) facilitate an automated, generic attack which defeats such self-hashing. We present a general description of the attack strategy and multiple attack implementations that exploit different processor features. Each of these implementations is generic in that it can defeat self-hashing employed by any user-space program on a single platform. Together, these implementations defeat self-hashing on most modern general-purpose processors. The generality and efficiency of our attack suggests that self-hashing is not a viable strategy for high-security tamper resistance on modern computer systems.

Research Article| January 01 2005 Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning Mary Lenard Mary Lenard Search for other works by this author on: This Site Google Pedagogy (2005) 5 (1): 77–96. https://doi.org/10.1215/15314200-5-1-77 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Mary Lenard; Dealing with Online Selves: Ethos Issues in Computer-Assisted Teaching and Learning. Pedagogy 1 January 2005; 5 (1): 77–96. doi: https://doi.org/10.1215/15314200-5-1-77 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2005 Duke University Press2005 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Focusing on the issue of readability, this article examines problems that readability formulas present to the technical communicator, especially in terms of interaction with government agencies, and focuses on readability formula requirements mandated by The Office of Health and Industry programs [OHIP] for medical technology product support literature. Because the Flesch Reading Ease and the Flesch-Kincaid formulas are widely available, they are probably the ones most frequently used. Contemporary readability scholars have overlooked the Golub Syntactic Density Formula, which evaluates prose according to a sentence's syntax at a deeper level than the number of words per sentence and the number of syllables per word. The authors recommend it as a tool for evaluating readability. How it might be applied with current computer applications is discussed.

Composing hypertext documents can be an enriching path into the world of technical communication. In learning to produce hypertext, students are introduced to an important form of written composition that encompasses not only text generation, but also visual communication and information architecture. In this article, I provide a rationale for teaching hypertext composition and then some specific curricular suggestions in two parts, one for teaching beginners, and one for teaching more advanced students.

Reviewed are Teaching Writing with Computers: An Introduction, edited by Pamela Takayoshi and Brian A. Huot, and Silicon Literacies: Communication, Innovation and Education in the Electronic Age, edited by Ilana Snyder.

Research Article| October 01 2004 Respond Now! E-mail, Acceleration, and a Pedagogy of Patience Jeffrey Andrew Weinstock Jeffrey Andrew Weinstock Search for other works by this author on: This Site Google Pedagogy (2004) 4 (3): 365–384. https://doi.org/10.1215/15314200-4-3-365 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Jeffrey Andrew Weinstock; Respond Now! E-mail, Acceleration, and a Pedagogy of Patience. Pedagogy 1 October 2004; 4 (3): 365–384. doi: https://doi.org/10.1215/15314200-4-3-365 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2004 Duke University Press2004 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

The purpose of this article is to help determine whether the use of emoticons in computer mediated communication (CMC) are truly nonverbal cues. A review of the literature revealed that the traditional nonverbal theorists failed to predict the future employment of nonverbal cues in electronic CMC. A variety of emoticons are then described including the traditional happy face ☺ and sad face ☺, numerous variations of faces employing keyboard keys, a number of abbreviations commonly in use, and FLAMING. Inasmuch as emoticons are presently in widespread though informal use, the problem of how and what business communication instructors should teach about emoticons is discussed. The conclusion reached is that of a generational recipient determinism. It is recommended that recipients who are Traditionalists (born before 1946) should not be sent e-mail with emoticons; those who are Baby Boomers (those born between 1946 and 1964) probably should not be sent e-mail with emoticons; those who are Generation Xers (those born between 1964 and 1980) may be sent e-mail with some of the more commonemoticons; and those who are termed Millenials (bornafter 1980 and coming of age after 2000) may be sent e-mail with generous use of emoticons.

Many colleges and universities have begun to create structures that foster sustainable partnerships with neighboring communities. As part of such efforts, these institutions often use IText—written texts mediated by information technologies such as the World Wide Web, e-mail, databases, and online bulletin board systems. Using content analysis and interviews, the author explores the ways that IText is used in campus-community partnerships. The author concludes that at this early point in partnership efforts, the best uses for IText are to build trust and share information, even though such uses raise questions about the egalitarian potential of partnership efforts.

Several information systems and computer-mediated communication studies in the literature measure user's perceptions of E-mail. The user's perceptions of E-mail were used to develop and validate the Technology Acceptance Model (TAM). While a user's perceptions of E-mail play an important role in the literature, very few studies have focused solely on developing a construct for measuring these perceptions. In this paper, we develop a construct to measure an individual's perceptions of E-mail as a medium for electronic communication in organizations. Using a survey of management and nonmanagement employees in northeastern USA, we empirically test our theoretical construct. The results of our research indicate that an individual's perceptions of E-mail are a multidimensional construct with two dimensions: the individual level dimension and the organizational level. At an individual level, a person's perceptions may be impacted by E-mail's role in improving productivity, supporting team work, and providing global reach. At an organizational level a person's perceptions may be impacted by E-mail's role in making an organization vulnerable to viruses, exposing proprietary information, and/or encouraging unprofessional and illegal behavior.

In this article, we discuss the literacy narratives of coauthors Melissa Pearson and Brittney Moraski, who came to computers almost a generation apart. Our goal is to demonstrate the importance of situating literacies of technology—and literacies more generally—within specific cultural, material, educational, and familial contexts that influence, and are influenced by, their acquisition and development.

Digital writing is a prominent topic in this issue of CCC, addressed by Gail Hawisher and Cindy Selfe and their coauthors Brittney Moraski and Melissa Pearson, by Kathleen Blake Yancey, and by the new CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments.

In The Rhetoric and Ideology of Genre, the editors have assembled a collection of new essays about genre, rhetoric, and writing that are relevant for scholars with a diverse range of interests in composition studies, including rhetoric, professional and scientific communication, computers and writing, writing-across-the-disciplines, literacy studies, and literacy education. The engaging editorial introduction recalls Donald Murray’s suggestion that writers ask of drafts, “Does it work?”

Approved by the CCCC Executive Committee February 25, 2004 Increasingly, classes and programs in writing require that students compose digitally. Such writing occurs both in conventional “face-to-face” classrooms and in classes and programs that are delivered at a distance. The expression “composing digitally” can refer to a myriad of practices. In its simplest form, such writing can refer to a “mixed media” writing practice, the kind that occurs when students compose at a computer screen, using a word processor, so that they can submit the writing in print (Moran). Such writing may not utilize the formatting conventions such as italics and bold facing available on a word processor; alternatively, such writing often includes sophisticated formatting as well as hypertextual links.

Word processing programs now allow instructors to provide online personalized, detailed critiques of students’ writing assignments. The article discusses the advantages of online critiquing assignments using the Track Changes, Comment, and AutoCorrect functions. It provides guidelines for online critiquing and grading of student assignments, including preparing students for online grading, preparing for online critiquing, setting policies, orienting students to sending e-mail attachments, avoiding pitfalls, and developing time-saving strategies for online critiquing of student assignments.

Although computer literacy amounts to a complex set of interconnected capacities, teachers of writing and communication have tended to ignore functional issues, which are crucial to many aspects of online work. This essay reimagines the functional side of computer literacy, arguing for an approach that is both effective and professionally responsible.

The article examines the use of electronic cases which is characterized by the use of the Web to improve teaching and learning in professional communication techniques. The approach presented provides a learning environment (the case) in which students draw from and contribute to an interactive resource of artifacts, so as to become actively involved in the day-to-day practices of a group. Furthermore, students must (based on their understanding of the artifacts) identify, communicate, and justify a course of action for the continued development of the organization. In this sense, students move beyond analyzing and responding to a traditionally narrated, historical case and instead become immersed in the process of "making sense" and communicating in an effort to render the organization for a number of audiences. Because it is computer mediated, the case affords the opportunity for students to more readily interact with a greater volume and wider range of information than can be transmitted through traditional hard-copy case studies.

1 The first shot fired in the intellectual property wars -the first one I heard, at least -happened during a skirmish between Island Records and Negativland, the sound-collage collective.In 1991, the corporate goliath took aim at the group's record -titled, simply, U2 -and blew it off the face of the earth.As a nerdy, motley crew of San Francisco Bay Area artists, weirdoes, and computer programmers, Negativland wasn't even a blip on the pop-culture radar, leaving it an unlikely target for a major lawsuit.So what would prompt one of the "Big Seven" record companies (now four, controlling 80% of global record sales) to use its full legal and economic might against, essentially, the world's tiniest band?As you may have guessed from Negativland's album title, it made the mistake of sampling the music of U2: the crown jewel in Island Records' multi-platinum crown.Poroi, 2, 2, November, 2003England, and WHO GIVES A SHIT? Just a lot of wasted names that don't mean DIDDLEY SHIT!" To add insult to injury, Negativland also mixed in a speech by U2's lead singer, Bono, which made the self-important Nobel Peace Prize nominee sound pious and ridiculous. 14 The record was released with little fanfare on SST Records, a small independent punk-rock label.But within four days of its release, Island Records and U2's song publisher, Warner-Chappel, came knocking to serve legal papers. 2Recognizing that it was a small fish compared to this oceanic multinational corporation, Negativland sent out a press release that stated, "Preferring retreat to total annihilation, Negativland and SST had no choice but to comply completely with these demands." 3 Even though Negativland had a strong fair-use argument, primarily based on parody, it didn't have the resources to fight a prolonged court battle.Instead it agreed to a very unfavorable settlement, a decision that haunts it to this day.Negativeland seems never really to have recovered.

This research provides a framework identifying dynamic tensions that occur as subordinates try to maintain a sufficient degree of politeness while reporting to superiors on workplace tasks. Building on politeness theory, the framework suggests how conventional politeness dimensions, such as deference, solidarity, and non-imposition are challenged by organizational obligations and workplace tasks requiring confidence, direction, and individuality. The framework evolved from a series of analyses of two samples: one consisting of e-mail between international project teams and their domestically located supervisors, the other of Asian and U.S. business undergraduates' responses to two workplace scenarios involving critiquing a superior's work. Analyses revealed competing communicative dimensions relevant to subordinate-to-superior interactions, including dimensions that are underdeveloped in politeness literature. Examples from these data suggest that managing a sufficient equilibrium between these dimensions requires a substantial knowledge of rhetorical and linguistic alternatives.

This paper describes a five-year research project aimed at developing a corpus-based language support tool able to respond to the English writing needs of Japanese software engineers who do not speak English natively. Our research was based on recent developments in corpus and text linguistics. Since foreign readers often complain that English text produced by Japanese authors is difficult to understand because it is poorly organized and incoherent, we focused on the possibility of designing a writing tool that would provide discourse-level as well as sentence-level assistance. We collected a total of 539 sample English abstracts from four well-known technical journals and tagged them with linguistic and rhetorical information. Using this tagged corpus, an initial prototype was developed on a Unix-based workstation and a second one on the Web. The Web-based prototype was then evaluated in terms of its usability by engineers in Ricoh's Software Research and Development Group. They evaluated the final product positively. However, they expressed uncertainty about its ability to address their weaknesses in using transition words effectively as cohesive devices. In spite of unexpected difficulties, product improvement continues.

When faced with the tasks of reading and writing a complex technical paper, many nonnative scientists and engineers who have a solid background in English grammar and vocabulary lack an adequate knowledge of commonly used structural patterns at the discourse level. In this paper, we propose a novel computer software tool that can assist these people in the understanding and construction of technical papers, by automatically identifying the structure of writing in different fields and disciplines. The system is tested using research article abstracts and is shown to be a fast, accurate, and useful aid in the reading and writing process.

This tutorial is an outgrowth of a classroom-based simulation project and should act as a general outline for using simulations in English for Science and Technology classrooms. The simulation was created based on an actual court case involving two software companies; however, the case was altered significantly to meet the needs of the students. Twenty-six Japanese students studying computer science at a university in northern Japan participated in the simulation. In phase one of the simulation, teams of students were required to make difficult decisions about the case in their role as company engineers. They subsequently wrote of their positions in teams. In phase two of the simulation, each student was required to preside over the related court case, judge between the two companies, and render a fair verdict in writing. The students' writing exhibited an understanding of the complexity of problems and sound reasoning for addressing such problems; therefore, the simulation-based curriculum was deemed highly successful. Furthermore, students remained engaged throughout the simulation, in part because they could see its long-term value.