Secure and private authentication protocol is important in Radio Frequency Identification (RFID) technology.To date,researchers have proposed many RFID authentication protocols.However,these protocols have many flaws ...Secure and private authentication protocol is important in Radio Frequency Identification (RFID) technology.To date,researchers have proposed many RFID authentication protocols.However,these protocols have many flaws due to lack of theoretical support in designing these protocols.In this work,first we present the security and privacy requirements in RFID authentication protocols.Then we examine related works and point out problems in designing RFID authentication protocols.To solve these problems,we propose and briefly prove three theorems.We also give necessary examples for better understanding these theorems with concrete protocols.At last,we give our suggestions on designing secure and private authentication protocols.The security and privacy requirements,theorems,and suggestions will facilitate better understanding and designing of RFID authentication protocols in the future.展开更多
Based on the narratives of four Chinese university EFL teachers' research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual f...Based on the narratives of four Chinese university EFL teachers' research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers' three stages of research experiences (beginning, stagnation/ development, and struggle stages) in their professional lives. Academic learning contexts such as Master's and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers' researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers' research engagement.展开更多
基金supported in part by the Natioual Natural Science Foundation of China(Grant No.60933003)the High Technical Research and Development Program of China(Grant No.2006AA01Z101)+1 种基金Shaanxi ISTC(Grant No.2008KW-02)IBM Joint Project
文摘Secure and private authentication protocol is important in Radio Frequency Identification (RFID) technology.To date,researchers have proposed many RFID authentication protocols.However,these protocols have many flaws due to lack of theoretical support in designing these protocols.In this work,first we present the security and privacy requirements in RFID authentication protocols.Then we examine related works and point out problems in designing RFID authentication protocols.To solve these problems,we propose and briefly prove three theorems.We also give necessary examples for better understanding these theorems with concrete protocols.At last,we give our suggestions on designing secure and private authentication protocols.The security and privacy requirements,theorems,and suggestions will facilitate better understanding and designing of RFID authentication protocols in the future.
文摘Based on the narratives of four Chinese university EFL teachers' research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers' three stages of research experiences (beginning, stagnation/ development, and struggle stages) in their professional lives. Academic learning contexts such as Master's and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers' researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers' research engagement.