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一次性密码认证方案比常见的用户名/密码认证方案要安全得多.文章提出了一种基于质询/响应协议的Java手机的一次性密码认证方案,方案中产生一次性密码的密钥由改进的Diffie/Hellman协议完成交换,还采用了保护MIDlet、密钥、通信链路等的安保措施.方案的实施应用,除手机外,用户并不需要添置额外的硬件设备.该方案可以作为已有的认证方案如用户名/密码方案的替代方案,具有很好的安全性及应用前景. 相似文献
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《实验室研究与探索》2019,(10):62-66
基于改进型Cubic混沌映射,设计了一种混沌密码与滚动码技术相结合的动态密码遥控锁。该锁以手机作为遥控器,采用蓝牙模块传送数据,锁具采用430单片机为主控芯片,步进电动机驱动锁舌,锁舌开闭状态通过霍尔传感器检测。手机和锁具主控芯片里植入相同的混沌映射,利用混沌函数产生的伪随机序列作为密钥,同步迭代产生开闭锁密码。该系统采用一次一密制,密码使用一次后立即失效,系统失效后能够重新设制。整套系统具有低功耗,安全性和可靠性高,密钥资源丰富等特点。 相似文献
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你有几个密码?想必有很多个。解锁手机、打开电脑需要密码;用手机支付、转账也需要密码;想放松一下,登QQ、刷微信、玩抖音也需要密码……忘记密码,我们的手机会变成"砖头"!那么,你知道密码究竟是怎么来的吗?密码有着悠久的历史,几乎与文字一样悠久。在古代,无论是帝王还是将军,在管理国家或者指挥军队的过程中,都想有个保密的、安全的通信系统。因为一旦自己的重要消息落入敌人之手,就会惨遭灭顶之灾。 相似文献
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安全问题制约着电子商务的的进一步发展,通过对移动Agent的环境下电子商务的分析,提出了在侈动设备中新型公钥密码系统——椭圆曲线密码系统。这种方法安全性好、简单、高效,能提高电子商务系统安全性,降低安全风险。 相似文献
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从量子力学的海森堡测不准原理出发,描述了量子计算机密码体制的信道编码,对量子计算机密码体制的密钥分发协议BB84进行了形象的解释,并从3个方面分析了量子密码技术的安全性。 相似文献
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为了减轻Android用户记忆第三方应用用户名与密码负担,简化登陆过程,提供了一种用户登陆管理软件设计.采用Android开发环境,给出登陆鉴权到账户安全方面等详细设计,其中分别为手机客户端和服务器端的设计,用户可以通过手机客户端进行用户资料和权限的修改.服务器端采用MySQL+DRBD+Heartbeat+ Amoeba的架构模式,采用http+ xml通信协议进行客户端和服务器端进行通信,数据传输过程中使用GZIP压缩和Base64进行编码,密码使用MD5进行加密,保证了数据和账户的安全性.该软件只需要一个用户名与密码就能绑定各个需要登录的第三方应用,具有一定的实用性. 相似文献
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陈凯 《中小学信息技术教育》2011,(11)
寄语因为创造,所以我存在!有一次公开课,我设计了一个让学生破解密码的教学环节,如果密码破解成功的话,看到的是一张由点阵组成的卡通兔子图。评课时有教师问,为什么是兔子?我的回答是:第一,我喜欢兔 相似文献
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密码与人们日常生活密切相关,如取款、上网、使用手机等都需要用到密码．有了密码,可确保我们的信息安全．在解决有关的密码问题时,常常需要建立方程或方程组,通过解方程或方程组来破译神奇的密码,举例说明如下： 相似文献
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李峥嵘 《安阳师范学院学报》2014,(5):48-51
近年来,移动智能终端正在以前所未有的速度发展。移动平台的功能趋于丰富,手机已从以往的电话短信的工具逐渐变为娱乐,商务与社交的设备。用户对于移动终端的安全性也提出了更高的要求。以iOS为操作系统的平台在移动终端领域有举足轻重的地位。本文从系统架构、加密和数据保护、网络安全机制和设备访问控制四方面对iOS系统的数据安全机制进行了分析,并结合一个iOS口令破解的实例,展示了iOS安全机制的实际作用及其局限性,最后对iOS系统安全机制和用户口令破解过程提出了改进建议并提出了未来可能的研究方向。 相似文献
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张汉萍 《武汉职业技术学院学报》2008,7(5):39-42
当下大学生手机消费已非常普遍,制造商要想赢得这份市场份额,他们该为大学生量身定做什么款式的手机呢？本文运用数学中的层次分析法和模糊综合评判法对大学生手机购买进行了分析和研究,建立了大学生对手机的定量评价模型,对所选择的八部手机的性能和功能参数进行了详细深入的比较,结论显示出大学生青睐实用性强、外型时尚、价格便宜的手机,为手机制造商提供了设计和生产的依据。 相似文献
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Jared Keengwe Gary Schnellert Denise Jonas 《Education and Information Technologies》2014,19(2):441-450
The millennials use mobile phones on a daily basis to keep in touch with family and friends (Lenhart 2010). However, the role of mobile phones in education needs to be close examined as educators strive to incorporate mobile leaning devices in the classroom. Consequently, schools will not only need to evaluate their school curriculums but also recognize the power in the digital devices to engage, enable, and empower Gen-M and iGen learners. Therefore, the purpose of this article is to provide a rationale for the need for administrators to design guidelines for schools planning to adopt mobile phones in their curricula. Additionally, this article is intended to stimulate reflections on effective ways to adopt mobile phones in education to engage learners. 相似文献
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目前,基于智能手机的移动学习已成为教育教学研究中的一大热点。对于现在的大学生来说,以智能手机为载体的自主性移动学习,有利于满足他们随时随地的学习需要,有利于帮助他们利用"碎片化"的时间提高学习效率,改善学习效果。可以预测,以智能手机等移动智能终端为载体的知识学习将成为未来知识学习的发展方向。因此,文章根据大学生的学习特点,分析基于智能手机的移动学习在高校教学中的应用现状、存在的问题,并提出相应的解决策略,以更好地提高高校教学效率。 相似文献
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随着通信技术的发展,智能手机成为基本的日常电子用品。文章通过调查大学生手机使用情况,分析了大学生使用手机的用途和过度使用手机对身体、心理和学业的影响,提出大学生合理使用智能手机的对策和建议。 相似文献
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This paper presents the findings of an investigation carried out in Sri Lanka to explore how mobile phones can support science teachers’ pedagogical practices throughout the teaching cycle of planning, teaching and evaluation. Data were collected using observation supported by audio and video recordings from both continuing professional development workshops where a group of teachers planned four science lessons that integrated mobile phones and the subsequent implementation of those lessons. Thematic network analysis, carried out on the data with the help of NVivo8 qualitative analysis software, showed how mobile phones were used and the issues involved. It concluded that mobile phones can support science teaching in a variety of ways, in particular with communication during planning lessons, with relating subject knowledge to authentic locations and activities during teaching and with image and data capture to support assessment and post-lesson reflection. The additional pedagogical practices and knowledge base required when integrating mobile phones into science lessons are discussed in the light of Shulman’s original model. 相似文献
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Child and Adolescent Use of Mobile Phones: An Unparalleled Complex Developmental Phenomenon 
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下载免费PDF全文 Zheng Yan 《Child development》2018,89(1):5-16
This article addresses why children's use of mobile phones is an unparalleled complex developmental phenomenon in hopes of providing a broad context for this special section. It first outlines mobile phones as a sophisticated personalized and multifunction technology. Then it presents mobile phone use by children as an unparalleled complex developmental phenomenon on the basis of its four behavioral elements, two mobile cultures, and two developmental processes. It further illustrates the existing knowledge about children's mobile phones use that has been accumulated over the past 23 years and highlights 12 most studied topics, especially distracted driving and radiation exposure. It concludes with three types of scientific contributions made by the 12 articles in the special section. 相似文献
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Ayoub Kafyulilo 《Education and Information Technologies》2014,19(1):115-127
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning. 相似文献