6 research outputs found

    Social, Private, and Trusted Wearable Technology under Cloud-Aided Intermittent Wireless Connectivity

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    There has been an unprecedented increase in the use of smart devices globally, together with novel forms of communication, computing, and control technologies that have paved the way for a new category of devices, known as high-end wearables. While massive deployments of these objects may improve the lives of people, unauthorized access to the said private equipment and its connectivity is potentially dangerous. Hence, communication enablers together with highly-secure human authentication mechanisms have to be designed.In addition, it is important to understand how human beings, as the primary users, interact with wearable devices on a day-to-day basis; usage should be comfortable, seamless, user-friendly, and mindful of urban dynamics. Usually the connectivity between wearables and the cloud is executed through the user’s more power independent gateway: this will usually be a smartphone, which may have potentially unreliable infrastructure connectivity. In response to these unique challenges, this thesis advocates for the adoption of direct, secure, proximity-based communication enablers enhanced with multi-factor authentication (hereafter refereed to MFA) that can integrate/interact with wearable technology. Their intelligent combination together with the connection establishment automation relying on the device/user social relations would allow to reliably grant or deny access in cases of both stable and intermittent connectivity to the trusted authority running in the cloud.The introduction will list the main communication paradigms, applications, conventional network architectures, and any relevant wearable-specific challenges. Next, the work examines the improved architecture and security enablers for clusterization between wearable gateways with a proximity-based communication as a baseline. Relying on this architecture, the author then elaborates on the social ties potentially overlaying the direct connectivity management in cases of both reliable and unreliable connection to the trusted cloud. The author discusses that social-aware cooperation and trust relations between users and/or the devices themselves are beneficial for the architecture under proposal. Next, the author introduces a protocol suite that enables temporary delegation of personal device use dependent on different connectivity conditions to the cloud.After these discussions, the wearable technology is analyzed as a biometric and behavior data provider for enabling MFA. The conventional approaches of the authentication factor combination strategies are compared with the ‘intelligent’ method proposed further. The assessment finds significant advantages to the developed solution over existing ones.On the practical side, the performance evaluation of existing cryptographic primitives, as part of the experimental work, shows the possibility of developing the experimental methods further on modern wearable devices.In summary, the set of enablers developed here for wearable technology connectivity is aimed at enriching people’s everyday lives in a secure and usable way, in cases when communication to the cloud is not consistently available

    The dynamics of complex systems. Studies and applications in computer science and biology

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    Our research has focused on the study of complex dynamics and on their use in both information security and bioinformatics. Our first work has been on chaotic discrete dynamical systems, and links have been established between these dynamics on the one hand, and either random or complex behaviors. Applications on information security are on the pseudorandom numbers generation, hash functions, informationhiding, and on security aspects on wireless sensor networks. On the bioinformatics level, we have applied our studies of complex systems to theevolution of genomes and to protein folding

    Automated Realistic Test Input Generation and Cost Reduction in Service-centric System Testing

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    Service-centric System Testing (ScST) is more challenging than testing traditional software due to the complexity of service technologies and the limitations that are imposed by the SOA environment. One of the most important problems in ScST is the problem of realistic test data generation. Realistic test data is often generated manually or using an existing source, thus it is hard to automate and laborious to generate. One of the limitations that makes ScST challenging is the cost associated with invoking services during testing process. This thesis aims to provide solutions to the aforementioned problems, automated realistic input generation and cost reduction in ScST. To address automation in realistic test data generation, the concept of Service-centric Test Data Generation (ScTDG) is presented, in which existing services used as realistic data sources. ScTDG minimises the need for tester input and dependence on existing data sources by automatically generating service compositions that can generate the required test data. In experimental analysis, our approach achieved between 93% and 100% success rates in generating realistic data while state-of-the-art automated test data generation achieved only between 2% and 34%. The thesis addresses cost concerns at test data generation level by enabling data source selection in ScTDG. Source selection in ScTDG has many dimensions such as cost, reliability and availability. This thesis formulates this problem as an optimisation problem and presents a multi-objective characterisation of service selection in ScTDG, aiming to reduce the cost of test data generation. A cost-aware pareto optimal test suite minimisation approach addressing testing cost concerns during test execution is also presented. The approach adapts traditional multi-objective minimisation approaches to ScST domain by formulating ScST concerns, such as invocation cost and test case reliability. In experimental analysis, the approach achieved reductions between 69% and 98.6% in monetary cost of service invocations during testin

    New concepts integration on e-learning platforms

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    The learning experience has evolved into the virtual world of the Internet, where learners have the possibility to shift from face-to-face learning environments to virtual learning environments supported by technologies. This concept, called e-learning, emerged in the early 1960s where a group of researchers from the Stanford University, USA began experimenting different ways to publish and assign learning content using a computer. These experiments were the beginning that led to the creation of countless learning platforms, initially constructed in standalone environments and later ported to the Internet as Webbased learning platforms. As initial objectives, these learning platforms include a collection of features to support instructors and learners in the learning process. However, some of these platforms continued to be based on an old instructor-centered learning model and created a collection of outdated technologies that, given the current need to a learner-center learning model and the existence of Web 2.0 technologies, become inadequate. As a solution to address and overcome these challenges, a friendly user interface and a correct root incorporation of Web 2.0 services a platform designed to focus the learning experience and environment personalization into the learner is needed to propose. In an operating system (OS) context the graphic user interface (GUI) is guided by a collection of approaches that details how human beings should interact with computers. These are the key ideas to customize, install, and organize virtual desktops. The combination of desktop concepts into a learning platform can be an asset to reduce the learning curve necessary to know how to use the system and also to create a group of flexible learning services. However, due to limitations in hypertext transfer protocol-hypertext markup language (HTTP-HTML) traditional solutions, to shift traditional technologies to a collection of rich Internet application (RIA) technologies and personal learning environments (PLEs) concepts is needed, in order to construct a desktop-like learning platform. RIA technologies will allow the design of powerful Web solutions containing many of the characteristics of desktop-like applications. Additionally, personal learning environments (PLEs) will help learners to manage learning contents. In this dissertation the personal learning environment box (PLEBOX) is presented. The PLEBOX platform is a customizable, desktop-like platform similar to the available operating systems, based on personal learning environments concepts and rich Internet applications technologies that provide a better learning environment for users. PLEBOX developers have a set of tools that allow the creation of learning and management modules that can be installed on the platform. These tools are management learning components and interfaces built as APIs, services, and objects of the software development kit (SDK). A group of prototype modules were build for evaluation of learning and management services, APIs, and SDKs. Furthermore, three case studies were created in order to evaluate and demonstrate the learning service usage in external environments. The PLEBOX deployment and corresponding features confirms that this platform can be seen as a very promising e-learning platform. Exhaustive experiments were driven with success and it is ready for use.A experiência de aprendizagem baseada em tecnologias evoluiu para o mundo virtual da Internet, onde os alunos têm a possibilidade de mudar uma aprendizagem presencial em sala de aula para uma aprendizagem baseada em ambientes virtuais de aprendizagem suportados por tecnologias. O conceito de e-learning surgiu nos anos sessenta (1960) quando um grupo de investigadores da Universidade de Standford, nos Estados Unidos, começaram a experimentar diferentes formas de publicar e atribuir conteúdos de aprendizagem através do computador. Estas experiências marcaram o começo que levou à criação de inúmeras plataformas de aprendizagem, inicialmente construídas em ambientes isolados e depois migradas para a Internet como plataformas de aprendizagem baseadas na Web. Como objectivos inicias, estas plataformas de aprendizagem incluem um conjunto de recursos para apoiar professores e alunos no processo de aprendizagem. No entanto, algumas destas plataformas continuam a ser baseadas em velhos modelos de aprendizagem centrados no professor, criadas com base em tecnologias ultrapassadas que, dadas as necessidades actuais de um modelo de aprendizagem centrado no aluno e da existência de tecnologias baseadas na Web 2.0, se tornaram inadequadas. Como abordagem para enfrentar e superar estes desafios propõem-se uma plataforma focada na personalização do ambiente de aprendizagem do aluno, composta por uma interface amigável e uma correcta incorporação de raiz de serviços da Web 2.0. No contexto dos sistemas operativos (SOs) o graphic user interface (GUI) é desenhado tendo em conta um conjunto de abordagens que detalha como as pessoas devem interagir com os computadores. Estas são as ideias chave para personalizar, instalar e organizar áreas de trabalho virtuais. A combinação do conceito desktop com uma plataforma de aprendizagem pode ser um trunfo para reduzir a curva de aprendizagem necessária para saber como utilizar o sistema e também para criar um grupo de serviços flexíveis de aprendizagem. No entanto, devido as limitações em soluções tradicionais hypertext transfer protocol - hypertext markup language (HTTP - HTML), é necessário migrar estas tecnologias para um grupo de tecnologias rich Internet application (RIA) e conceitos presentes em ambientes personalizados de aprendizagem (personal learning environment - PLE) para construir uma plataforma baseada em ambientes de trabalho virtuais de aprendizagem. As tecnologias RIA irão permitir a criação de soluções Web poderosas que contêm muitas das características disponíveis em aplicações desktop. Adicionalmente, o conceitos de PLE irá ajudar os alunos a gerir os seus próprios conteúdos de aprendizagem. Nesta dissertação, com base nas características apresentadas anteriormente, é apresentada a personal learning environment box (PLEBOX). A plataforma PLEBOX é uma solução de aprendizagem parametrizável com um ambiente de trabalho semelhante aos sistemas operativos actuais, baseando-se em personal learning environments e tecnologias RIA que fornecem um melhor ambiente de aprendizagem para os seus utilizadores. Os programadores da PLEBOX têm ao seu dispor um conjunto de ferramentas que permitem a criação de módulos de aprendizagem e administração que podem ser instalados na plataforma. Estas ferramentas são componentes de aprendizagem e interfaces construídos como APIs, serviços e objectos do software development kit (SDK). Foi construído um conjunto de módulos com o objectivo de avaliar e demonstrar os serviços de aprendizagem, os serviços de gestão, APIs e SDKs. Para além disso, foram criados três casos de estudo para avaliar e demonstrar a utilização dos serviços de aprendizagem em ambientes externos. O desenvolvimento efectuado até ao momento na PLEBOX e respectivos recursos confirma que esta plataforma pode ser vista com uma promissora plataforma de aprendizagem (e-learning), totalmente modular e adaptativa. Realizaram-se experiências exaustivas para testar a plataforma e estas foram realizadas com sucesso num ambiente real, estando assim a plataforma pronta para exploração real
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