Journal of Information Technology Education-Innovations in Practice最新文献_第9页

Why RSA? A Pedagogical Comment 为什么RSA ?教学评论

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.61248

P. Olague, O. Kosheleva, V. Kreinovich

{"title":"Why RSA? A Pedagogical Comment","authors":"P. Olague, O. Kosheleva, V. Kreinovich","doi":"10.12988/JITE.2017.61248","DOIUrl":"https://doi.org/10.12988/JITE.2017.61248","url":null,"abstract":"One of the most widely used cryptographic algorithms is the RSA algorithm in which a message m encoded as the remainder c of m modulo n, where n and e are given numbers – forming a public code. A similar transformation c mod n, for an appropriate secret code d, enables us to reconstruct the original message. In this paper, we provide a pedagogical explanation for this algorithm. 1 RSA Algorithm: A Pedagogical Puzzle RSA algorithm: a brief reminder. In many computer transaction, the communicated message is encoded, to avoid eavesdropping. This happens, e.g., every time a credit card information is passed over to some website. In most of such cases, a special RSA algorithm is used to encode the message m; see, e.g., [1]. In this algorithm, two specially selected and publicly available numbers n and e are used to encode the message. The encoded message c has the form of the remainder c = m mod n. The number n is usually at least 100 decimal digits long, and the number e is similarly large. For such large numbers, it is not feasible to compute m simply as m · . . . ·m, by starting with m and e− 1 times multiplying the result by m. Instead, the following much faster algorithm is performed. First, the number e is represented in the binary form, as the sum of powers of two: e = 21 + 22 + . . . + 2p for some k1 > k2 > . . . > kp. For example, 1110 is represented as 10112 = 2 3 + 2 + 2 = 8 + 2 + 1.","PeriodicalId":43632,"journal":{"name":"Journal of Information Technology Education-Innovations in Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81874263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Numerical solution of non-linear boundary value problems of ordinary differential equations using the shooting technique 常微分方程非线性边值问题的数值解法

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/jite.2017.61250

A. Manyonge, R. Opiyo, D. Kweyu, J. S. Maremwa

引用次数: 1

No Idea Is a Bad Idea: A Theoretical Explanation 没有主意就是坏主意:一个理论解释

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.7411

C. Servin, V. Kreinovich

引用次数: 0

Some remarks on the differential transform method 关于微分变换方法的几点说明

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.7410

W. Robin

引用次数: 0

Negotiations vs. Confrontation: A Possible Explanation of the Empirical Results 谈判与对抗:实证结果的一种可能解释

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.739

O. Kosheleva, V. Kreinovich

引用次数: 0

Why Product "And"-Operation Is Often Efficient: One More Argument 为什么产品“和”操作通常是有效的:又一个论点

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.61249

O. Kosheleva, V. Kreinovich

{"title":"Why Product \"And\"-Operation Is Often Efficient: One More Argument","authors":"O. Kosheleva, V. Kreinovich","doi":"10.12988/JITE.2017.61249","DOIUrl":"https://doi.org/10.12988/JITE.2017.61249","url":null,"abstract":"It is an empirical fact that the algebraic product is one the most efficient “and”-operations in fuzzy logic. In this paper, we provide one of the possible explanations of this empirical phenomenon. 1 Formulation of the Problem Fuzzy logic and “and”-operations (t-norms): a brief reminder. To describe the experts’ uncertainty in their statements, Lotfi Zadeh proposed a special formalism of fuzzy logic, in which for each statement, the expert’s degree of certainty in this statement is described by a number from the interval [0, 1]. In this description, 1 means that the expert is absolutely sure that the corresponding statement is true, 0 means that the expert is absolutely sure that the statement is false, and values between 0 and 1 correspond to intermediate degree of confidence; see, e.g., [1, 2, 3]. To make a decision, an expert often uses several statements. For example, he or she may use a rule according to which a certain action need to be taken if two conditions are satisfied, i.e., if the first condition A is satisfied and the second condition B is satisfied. It is therefore desirable to find out how confident is the expert that the corresponding “and”-statement A&B holds, or, more generally, that the “and”-combination A1 & . . . &An holds. Ideally, we should extract these degrees from the experts. However, for n statements, we have 2 − 1 possible “and”-combinations. Already for n = 100, we thus get an astronomical number of combinations, there is no way to ask the expert about each of these combinations. In situations when we cannot explicitly ask an expert about his/her degree of certainty in an “and”-combination A&B, we need to estimate this degree based on the known degrees of certainty a and b in statements A and B. Let us denote this estimate by f&(a, b). This function is known as an “and”-operation, or, alternatively, a t-norm.","PeriodicalId":43632,"journal":{"name":"Journal of Information Technology Education-Innovations in Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72386544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Multistability analysis of a mathematical model of the interaction of Opuntia stricta and Dactylopius opuntiae 窄圆圆蝽与圆突蝽相互作用数学模型的多重稳定性分析

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.6938

Juliana Chitai, Adu A. M. Wasike

引用次数: 0

Physical Induction Explains Why Over-Realistic Animation Sometimes Feels Creepy 物理感应解释了为什么过于逼真的动画有时会让人感到毛骨悚然

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.736

O. Kosheleva, V. Kreinovich

{"title":"Physical Induction Explains Why Over-Realistic Animation Sometimes Feels Creepy","authors":"O. Kosheleva, V. Kreinovich","doi":"10.12988/JITE.2017.736","DOIUrl":"https://doi.org/10.12988/JITE.2017.736","url":null,"abstract":"In the past, every progress of movie animation towards realism was viewed positively. However, recently, as computer animation is becoming more and more realistic, some people perceive the resulting realism negatively, as creepy. Similarly, everyone used to welcome robots that looked and behaved somewhat like humans; however, lately, too-humanlike robots have started causing a similar negative feeling of creepiness. There exist complex psychology-based explanations for this phenomenon. In this paper, we show that this empirical phenomenon can be naturally explained simply by physical induction – the main way we cognize the world. 1 Realistic Animation Is Creepy: An Empirical Phenomenon With technical and artistic progress, it is possible to make movie animation more and more realistic. In the beginning, a description of human beings in movie animation was not very realistic. As the new techniques develop – especially techniques of computer animation – it has become possible to have more and more realistic movie-animation description of humans. In the beginning, this progress towards realism was viewed positively. At first, the resulting progress towards more realistic animation was viewed mostly very positively, both by the critics and by the regular movie goers. Lately, an increase in realism is often viewed negatively. However, as it became possible to make animation of human beings very realistic – almost real – suddenly, movie goers started viewing this almost-perfect realism as creepy and negative; see, e.g., [1, 2, 3, 4, 5, 6].","PeriodicalId":43632,"journal":{"name":"Journal of Information Technology Education-Innovations in Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73123571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

It Is Advantageous to Make a Syllabus As Precise As Possible: Decision-Theoretic Analysis 教学大纲越精确越好:决策理论分析

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.61146

Francisco Zapata, O. Kosheleva, V. Kreinovich

引用次数: 0

Creating a solid foundation for secondary education and ICT through technology equitable education 通过技术公平教育为中等教育和信息通信技术奠定坚实的基础

IF 1.2

Journal of Information Technology Education-Innovations in Practice Pub Date : 2017-01-01 DOI: 10.12988/JITE.2017.712

Carlyssa Reilly, Christine W. Chan, Craig M. Gelowitz

引用次数: 0