title: The applicability of ambient sensors as proximity evidence for NFC transactions

authors: Shepherd, Carlton

subjects: computer science

abstract: Near Field Communication (NFC) has enabled mobile phones to emulate contactless smart cards. Similar to contactless smart cards, they are also susceptible to relay attacks. To counter these, a number of methods have been proposed that rely primarily on ambient sensors as a proximity detection mechanism (also known as an anti-relay mechanism). In this paper, we empirically evaluate a comprehensive set of ambient sensors for their effectiveness as a proximity detection mechanism for NFC contactless-based applications like banking, transport and high-security access controls. We selected 17 sensors available via the Google Android platform. Each sensor, where feasible, was used to record the measurements of 1,000 contactless transactions at four different physical locations. A total of 252 users, a random sample from the university student population, were involved during the field trials. After careful analysis, we conclude that no single evaluated mobile ambient sensor is suitable for proximity detection in NFC-based contactless applications in realistic deployment scenarios. Lastly, we identify a number of potential avenues that may improve their effectiveness.

text: The applicability of ambient sensors as proximity evidence for NFC transactions Near Field Communication (NFC) has enabled mobile phones to emulate contactless smart cards. Similar to contactless smart cards, they are also susceptible to relay attacks. To counter these, a number of methods have been proposed that rely primarily on ambient sensors as a proximity detection mechanism (also known as an anti-relay mechanism). In this paper, we empirically evaluate a comprehensive set of ambient sensors for their effectiveness as a proximity detection mechanism for NFC contactless-based applications like banking, transport and high-security access controls. We selected 17 sensors available via the Google Android platform. Each sensor, where feasible, was used to record the measurements of 1,000 contactless transactions at four different physical locations. A total of 252 users, a random sample from the university student population, were involved during the field trials. After careful analysis, we conclude that no single evaluated mobile ambient sensor is suitable for proximity detection in NFC-based contactless applications in realistic deployment scenarios. Lastly, we identify a number of potential avenues that may improve their effectiveness.

year: 2017

title: Dialogic ruptures: An ethical imperative

authors: Arndt, Sonja Kathrina

abstract: Dialogue is promoted as a key strategy to ‘solve’ the ‘problem’ of diversity in educational set- tings. Yet, “[w]hen we select words ... We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style” (p. 87, emphasis in the original). This article problematises the complexities of dialogic engagements with foreigner teachers in educational encounters. Bakhtin’s treatment of poly- phonic dialogic encounters provides an analytical frame for explicating the intertextuality of foreigner teacher engagements as not only temporally and culturally, but also individually volatile. The article suggests that dialogic encounters are unpredictably complex, alive and never neutral, and that dialogic engagements can be so fraught with fear that verbal or cross cultural engagements with teacher foreigners must be recognised as risky and dangerous, and not always smooth ‘solutions’ to a ‘problem’. A dual Bakhtinian/Kristevan lens expands the analysis to expose the vulnerability of dialogue, through unconscious revelations of teacher subjects that are forever in process. The article culminates in an argument for the crucial importance of a receptive, attentive ethics of care in dialogic engagements with cultural for- eigners in educational relationships, to avoid fearful exposure, lifeless dialogue and silence.

text: Dialogic ruptures: An ethical imperative Dialogue is promoted as a key strategy to ‘solve’ the ‘problem’ of diversity in educational set- tings. Yet, “[w]hen we select words ... We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style” (p. 87, emphasis in the original). This article problematises the complexities of dialogic engagements with foreigner teachers in educational encounters. Bakhtin’s treatment of poly- phonic dialogic encounters provides an analytical frame for explicating the intertextuality of foreigner teacher engagements as not only temporally and culturally, but also individually volatile. The article suggests that dialogic encounters are unpredictably complex, alive and never neutral, and that dialogic engagements can be so fraught with fear that verbal or cross cultural engagements with teacher foreigners must be recognised as risky and dangerous, and not always smooth ‘solutions’ to a ‘problem’. A dual Bakhtinian/Kristevan lens expands the analysis to expose the vulnerability of dialogue, through unconscious revelations of teacher subjects that are forever in process. The article culminates in an argument for the crucial importance of a receptive, attentive ethics of care in dialogic engagements with cultural for- eigners in educational relationships, to avoid fearful exposure, lifeless dialogue and silence.

year: 2016

title: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying

authors: Kururangi, Aorere Helen Mary

subjects: collaborative drawing and storying

abstract: Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

text: Tā Pikitia Hei Āwhina Kōrero  Collaborative Drawing and Storying Creating a Māori medium context for beginning learners of te reo Māori to converse in genuine dialogue, was a real challenge for our mainstream bilingual unit. This study involved six Year 3-5 primary school students working in two groups of three. The bilingual unit is in a contributing school in an urban setting.

The teacher, a second language learner herself, found students seldom initiated any spontaneous Māori dialogue and tended to respond only to questions or formal teacher initiated direction. So the project sought to develop and explore the approach Tā Pikitia hei āwhina kōrero or Collaborative Drawing and Storying, to improve Children's Oral Language Acquisition in Māori, using a socially responsive approach (Glynn, Wearmouth,  Berryman, 2006)
 
This method encouraged students to initiate, respond and share their own learning in a social and interactive community of learners. The method also allowed students the freedom to generate conversations about their own interests, ideas and background experiences without teacher intervention or direction. The only requirement was me kōrero Māori i nga wā katoa (speak Māori all the time). A collaborative picture was created as each group of students quickly illustrated their ideas on a large piece of paper.

 Each student was pre tested and post tested using the Aromatawai Reo A Waha  - Kia Tere Tonu  (Berryman  Langdon, 2001).This test assessed each student's Māori vocabulary knowledge and their ability to speak spontaneously about a familiar item. The daily conversations created by each student group involved Tā Pikitia hei āwhina  kōrero was recorded on tape, then transcribed verbatim each day to assess changes over time. 

 Student ownership of the learning and their positive participation resulted in improved language outcomes. At the end of the ten week period there were encouraging gains in the post test, Aromatawai Reo A Waha - Kīanga or spontaneous phrases students were able to generate. Furthermore an improved ability to focus on an oral task, and improved engagement by the students were unexpected positive outcomes of this easy to implement activity.

year: 2008