Secure GroupCommunication Using Robust Contributory Key Agreement

Dawkinsk

Description

Secure Group Communication Using Robust Contributory Key Agreement Yair Amir Yongdae Kim Cristina Nita-Rotaru John Schultz Jonathan Stanton Gene Tsudik Abstract Contributory group key agreement protocols generate group keys based on contributions of all group members. Particularly appropriate for relatively small collaborative peer groups, these protocols are resilient to many types of attacks. Unlike most group key distribution protocols, contributory group key agreement protocols offer strong security properties, such as key independence and perfect forward se- crecy.

• view delivery
• nested event
• strong security properties
• key independence
• group membership
• protocol
• message
• view
• process
• group

Sujets

• Defense Advanced Research Projects Agency
• National Security Agency
• Protocol
• Security
• Member
• Delivery
• Message
• Process

Informations

• Publié par: miphug
• Nombre de lectures: 37
• Langue: English
• Poids de l'ouvrage: 8 Mo

Extrait

E}ŒšZŒ
}o]v[
Kµš
Œvl

Coastal Processes and Conflicts:


A Curriculum for Middle and High School Students

































Stanley R. Riggs Dorothea V. Ames Karen R. Dawkins
North Carolina Sea Grant
North Carolina State University
Campus Box 8605
Raleigh, NC 27695-8605









The seam where continent meets ocean is
a line of constant change, where with
every roll of the waves, every pulse of the
tides the past manifestly gives way to the
future. There is a sense of time and of
growth and decay, life mingling with
death. It is an unsheltered place, without
pretense. The hint of forces beyond
control, of days before and after the
human span, spell out a message
ultimately important, ultimately learned.

David Leveson (1972)
THE AUTHORS

Dr. Stanley R. Riggs, Ms. Dorothea Ames, and Dr. Karen Dawkins are affiliated with East Carolina University. Dr.
Riggs is distinguished research professor in the Department of Geological Sciences, and Ms. Dorothea Ames is
research instructor in the Department of Geological Sciences. Dr. Karen Dawkins is director of the Center for
Science, Mathematics, and Technology Education in the College of Education. Drowning the North Carolina
Coast: Sea-Level Rise and Estuarine Dynamics, a NC Sea Grant publication authored by Riggs and Ames, was
the source for much of the scientific content and many of the figures.

The authors offer special thanks to the hardy band of teachers and students who investigated their sites and
contributed their ideas and expertise to this curriculum product.

Students Teachers Schools
Julia Alspaugh Tim Phillips Ravenscroft HS, Raleigh
Eva Lee Martha Buchanan Freedom HS, Burke County
Andrew McKay Marie McKay Ashbrook HS, Gaston County
Patrick Nelli Ben Earle As
Lizzie Partusch Clyda Lutz W. Carteret HS, Carteret County
st
Cherisy Showalter Gloria Lengel 71 HS, Cumberland County
Kimberly Whitley Buck Bunch Perquimans Co. HS, Perquimans County
Katie Zseltvay Flo Gullickson SW Guilford HS, Guilford County
John Blake Whiteville City Schools, Whiteville
Thomas Morris Bunn HS, Franklin County

ACKNOWLEDGMENTS

To ensure that a curriculum product is of practical use in classrooms, field testing by teachers and students is
essential. The teachers who contributed their time and wisdom to this process include the following:

James Allen Martin Collins Connie Johnson Robert H. Pegram, Jr.
Leigh Apple Dwight Dutton Donna Jones Timothy Phillips
John Blake Ben Earle Rob Killough Helen Powell
Deborah Branson Nichole Foster Melanie Kline Ken Reising, Jr.
Karen Brewer Steva Gentry Gloria Lengel Rhonda Rhodes
Donna Brown Ashton Griffin Clyda Lutz Jason Stewart
Martha Buchanan Flo Gullickson Marie McKay Mark Townley
Buck Bunch Leila Harris Thomas Morris Carolina Withers
Cindi Carr Angela Helms Michael Mulligan
Bruce Carroll Carl E. Hereford Steven Patterson

Contributing their expertise to program implementation were: Dr. John Penick, (Chair of the Department of
Mathematics, Science, and Technology Education at North Carolina State University); Dr. Lundie Spence
(SouthEast COSEE Director, S.C. Sea Grant Consortium); Ms. Terri Kirby Hathaway (Marine Education Specialist
with North Carolina Sea Grant); Dr. Daniel Dickerson and Dr. Christianne Gioppo (PhD students at North Carolina
State University during the Sea-View project). Ms. Ann Green and Ms. Katie Mosher (North Carolina Sea Grant)
edited the document.

September 2008 E
v

v

PREFACE

beaches, expansive sounds, and wealth of natural attractions found along the
barrier islands. Ironically, the natural resources that draw so many to the barrier
islands are being threatened by human modifications made to support the ever
increasing numbers of inhabitants and visitors. Inevitably, the natural coastal
processes continue to exert themselves, triggering incessant changes often in
conflict with the activities of humans. The purpose of this curriculum is to
facilitate for students an understanding of coastal and human processes and
conflicts that exist on the Outer Banks.

As participants in Project Sea-View, a team of students, teachers, scientists, and
science educators explored sites along the Outer Banks recording observations,
taking measurements, and interviewing residents, politicians, government
managers, and business personnel. Their reports form the underlying structure
of the units, all of which connect coastal explorations to investigations that
students can conduct in their own classrooms and communities. The curriculum
was designed for use by high school or upper middle school students, but
ingenious teachers in every grade can customize aspects of the product for their
use.

North Carolina Sea Grant funded Project Sea-View to fill the need for
curriculum materials in coastal environmental science. By highlighting North
-View team
addresses erosion and other natural processes that occur throughout the
planet. Much of the scientific information and many of the figures are adapted
from Drowning the North Carolina Coast: Sea-Level Rise and Estuarine
Dynamics by Stanley R. Riggs and Dorothea V. Ames, a publication of North
Carolina Sea Grant in partnership with the N.C. Division of Coastal
Management and the Albemarle-Pamlico National Estuary Progam.


-View: Introducing Coastal Processes and
Conflicts to North Carolina Students,
Carolina Sea Grant through the National Oceanic and Atmospheric
Á šŒš]}v[ ] u]v
Coastal Processes and Conflicts WE}ŒšZ Œ}o]v[KµšŒv l 1

Œ E}WEíòZ'îîñíX
_Œ ŒZ‰Œ}iš(µv Ç }ŒšZ
dZ]µŒŒ] µoµ ]‰Œ}µš}(^^u
o}Œš}ŒÇUšZ^ KµšŒvl(]o Œ}o]v[Çvu]
Á }Œo š }šZ vÇ l }vÀ]]š } Œ (Œ }uoo} À ŒšZ E}ŒšZŒ } o]v[ Kµš Œvl

The Coastal System of Northeastern North Carolina 2


CONTENTS
Suggestions for Teachers ................................................................................................................................ 4
Part 1: The Coastal System of Northeastern North Carolina ............................................................... 7
Lesson One:
Geologic Development of Coastal North Carolina ................................................................................... 8
Lesson Two:
Time........................................................................................................................................................ 13
Lesson Three:
Sea-Level Change and Coastal Dynamics ............................................................................................... 18
Lesson Four:
Transfer of Energy and the Hydrologic Cycle ........................................................................................ 23
Lesson Five:
Storms and Coastal Erosion ..................................................................................................................... 27
Lesson Six:
North Carolina Coastal Plain: Surface Water Dynamics ......................................................................... 31
Lesson Seven:
North Carolina Coastal Plain Province ........... 34
Lesson Eight:
Barrier Islands ........................................................................................................................................ 38
Lesson Nine:
Role of Barrier Islands and Their Inlet/Outlet Systems .......................................................................... 45
Lesson Ten:
Back-Barrier Sounds of the Northern Coastal Province ......................................................................... 47
Lesson Eleven:
The Shoreline, Shore Zone, and Beach ................................................................................................... 49
Lesson Twelve:
Ocean Beaches ....................................................................................................................................... 55
Lesson Thirteen:
Estuarine Shorelines Behind Simple Overwash Barrier Islands .............................................................. 59
Lesson Fourteen:
Estuarine Shorelines Behind Complex Overwash Barrier Islands........................................................... 64
Lesson Fifteen:
The Coastal Dilemma ............................................................................................................................. 74
Lesson Sixteen:
Human Responses to Eroding Shorelines ............................................................................................... 79

Conclusion of Part 1................................... 86

Coastal Processes and Conflicts WE}ŒšZ Œ}o]v[KµšŒv l 3
,





Part 2: Avon- µ Æš}vW^'}]vP -to- ...................................