Hang With Your Buddies to Resist Intersection Attacks

Some anonymity schemes might in principle protect users from pervasive network surveillance - but only if all messages are independent and unlinkable. Users in practice often need pseudonymity - sending messages intentionally linkable to each other but not to the sender - but pseudonymity in dynamic networks exposes users to intersection attacks. We present Buddies, the first systematic design for intersection attack resistance in practical anonymity systems. Buddies groups users dynamically into buddy sets, controlling message transmission to make buddies within a set behaviorally indistinguishable under traffic analysis. To manage the inevitable tradeoffs between anonymity guarantees and communication responsiveness, Buddies enables users to select independent attack mitigation policies for each pseudonym. Using trace-based simulations and a working prototype, we find that Buddies can guarantee non-trivial anonymity set sizes in realistic chat/microblogging scenarios, for both short-lived and long-lived pseudonyms.Comment: 15 pages, 8 figure

The benefit of using peer buddies in adaptive physical education

The purpose of this study was to observe the participation levels of students with disabilities in an adaptive physical education class with the addition of typically developing students in the class as Peer Buddies. The goal was to observe the students\u27 participation levels prior to the introduction of the Peer Buddies then again after the introduction of the Peer Buddies. There were thirteen typically developing students who were the peer buddies and fourteen students with disabilities in the adaptive physical education class. The thirteen peer buddies took a survey before being introduced to the adaptive physical education class and a survey at the end of the twelve weeks the peer buddies were integrated in the class. The baseline test was completed in the beginning of the school year for twelve weeks as the participation levels were observed through class activities. Data was observed and taken on a weekly basis to graph the students\u27 progression as peer buddies level of involvement increased each class period. The observation period after the integration of the peer buddies was also twelve weeks long. The results indicate that participation levels did increase overall with the peer buddies being actively involved. Through the observation during the class periods, it was evident that the students with disabilities were more engaged and eager to participate in class activities when the peer buddies were presently participating in the activity with them. The students with disabilities not only gained increased participation but also a social benefit, friendships, and confidence from this experience. The peer buddies also gained an understanding of students with disabilities and an increased level of respect for those students

Hospitality and internationalization-at-home : The intercultural experiences of ‘buddies’ at a summer school in China

Like many institutions around the world, Chinese universities have established systems of ‘local student buddies’ to ensure international students’ smooth transition to university life in China. This paper examines this underexplored form of internationalization-at-home by focusing on the experiences of Chinese buddies, appointed by a university, who host international students at a 4-week summer school. Focus groups were led with 10 buddies before and after the summer school. Focusing on the key concepts of hospitality and interculturality, and using enunciative pragmatics, the paper examines the kind of interculturality taking place between the buddies and the international students, as well as the influence of the type of hospitality performed by the buddies on intercultural encounters. Recommendations for institutions using a buddy system within internationalization-at-home conclude the paper.Peer reviewe

Queer and Now: The Queer Signifier at Buddies in Bad Times Theatre

In his 1995 essay, "Theorizing a Queer Theatre: Buddies in Bad Times,"Robert Wallace suggests that Buddies in Bad Times Theatre is an"imaginative construction" whose"theatrical subjectivity," like its mandate, is not fixed, but has been constantly evolving since the company began to produce work in 1979 (137). Wallace goes on to argue that Buddies underwent a "literal and figurative reconstruction of [its] theatrical subjectivity" (138) when the company renovated and moved into its current home at the Alexander Street Theatre Project in 1994 and changed its mandate to nominate itself a "queer theatre." Using Wallace’s essay as a point of departure, I examine the interim decade at Buddies to chart the shifting meaning of the term queer as it has been employed to define the company’s mandate from 1994 to the present. Résumé Dans un article qui remonte à 1995, intitulé « Theorizing a Queer Theatre: Buddies in Bad Times », Robert Wallace fait valoir que Buddies in Bad Times Theatre est une « construction imaginaire » dont la « subjectivité théâtrale », tout comme son mandat, n’est pas fixe mais en constante évolution depuis la fondation de la compagnie en 1979 (137). Selon Wallace, Buddies a connu une « reconfiguration littérale et figurative de sa subjectivité théâtrale » (138) au moment même où la compagnie connaissait une refonte et qu’elle emménageait ses nouveaux locaux au Alexander Street Theatre Project en 1994. En effet, c’est à cette époque qu’elle a revu son mandat et qu’elle s’est imposée comme étiquette celle de « théâtre queer ». En se servant de l’article de Wallace comme point de départ, Halferty jette un regard sur la décennie qui s’est écoulée depuis ces évènements et retrace l’évolution sémantique du terme queer tel qu’il a été employé pour définir le mandat de la compagnie [Buddies in Bad Times] depuis 1994

Buddies Nightclub, Buffalo, NY

Front Text: More Buddies Back Text: More Buddies Description: Gray shirt with maroon lettering; collared; back has flame imageshttps://digitalcommons.buffalostate.edu/lgbtq_shirts/1010/thumbnail.jp

Drinking Buddies: Who Are They And When Do They Matter?

The present study sought to further examine the role of peers on alcohol use and problems among young adults. In particular, we focused on a specific subset of peers in one\u27s social network mostly for activities related to alcohol use called drinking buddies. The presence of drinking buddies in one\u27s social network has been shown to predict heavy drinking uniquely over time but few studies have focused on potential factors moderating the relationship. Consequently, an aim of present study was to examine the influence of drinking buddies on alcohol outcomes and the extent to which the relationship may be dependent on one\u27s normative perceptions. Another aim was to provide a descriptive examination of drinking buddies. Participants were college students (n = 250; 72.8% women) who completed self-report measures of alcohol use and problems, injunctive norms, descriptive norms and social network characteristics. Results showed that descriptive norms moderated the relationship between drinking buddies and all alcohol outcomes assessed. Specifically, the influence of drinking buddies was stronger for those who perceived a lower prevalence of peer drinking. Examination of drinking buddies characteristics revealed that these peers tended to be young adults who were moderate social drinkers with whom they felt close and perceived to be available for concrete and emotional support. Several differences emerged between the drinking buddies of heavy versus non-heavy drinkers. The present study contributed to the larger body of work on peer influence and alcohol use by examining a specific subgroup of peers that may promote risky drinking

Buddies Matter: Student Helper Preparedness in a Reading Assistance Program

Addressing low literacy achievement has raised questions about the quality of student helper preparedness in a reading assistance program. The Reading Buddies Project, a non-profit organization that serves a local elementary school, by providing them with student helpers to teach kids to read, is the focus of this project. Improving the Reading Buddies program will ensure that elementary students struggling to read at grade level are receiving quality tutoring sessions that can positively impact their reading skills and abilities. After interviewing a Fishbay Reads representative, the Reading Buddies Program coordinator, and a reading intervention teacher, three action options emerged as ways to better prepare tutors to support students learning to read. Based on an analysis of the data, an action was taken to better train the student helpers, so they can more effectively teach their elementary school buddies to read