So welcome everybody. I'm Nate Angel from Hypothesis and today's episode of Liquid Margin's Annotating World Languages. I'm really excited to have some great guests here today with us, Georgia and Corey. And we're going to ask them to introduce themselves in just a second. But I wanted to welcome everybody to the show and invite everyone to participate as deeply as they want in the chat as we move along. So I'm hoping that, Georgia, you could start off by telling us a little bit about yourself and how you got interested in annotation and how you came to be here today. You'll need to unmute though also because you're muted in the background. Well, thank you. Hi everybody, Corey, Erin and Nate. Thanks a lot. It's good to be here. I'm associate professor of Spanish at St. Edwards and we have a population that's about 40% Hispanic and that really impacts the Spanish program. So that's something I think that'll be important later when we talk more about using hypothesis. I came to learn about hypothesis from the Office of Instructional Technology at our university that is kind of overseen by Rebecca Frost Davis and she sent out a call for people who wanted to pilot this. So I said, sure. And along with another colleague in Spanish actually, she also volunteered. We both used it and were really impressed with what we were able to do and the students had this reaction to it as well. So that's really how I came to get to know hypothesis. Great. That's so great to have you here, Georgia. And Rebecca is a great champion for collaborative annotation as well. So kudos to her. Corey, tell us a little bit about yourself. Who are you? Where are you calling in from and how did you get to know about hypothesis and start using it? I'm Corey. I'm the director of the Keck Center for Language Study at Coyote University, which I'd like to say is located on unceded land of the Haudenosaunee people. And my position here is I work with all the different language departments, although my specialty is in Spanish and some Portuguese or Portugno is probably more accurate of my Portuguese. But I do work with all the different language faculty. My interest in collaborative reading and annotation has been existed long before I knew about hypothesis. So I remember in grad school seeing a simple tool built by the folks at the Scholar's Lab at the University of Virginia called Prism. And it was a simple tool where you could choose three different colors to highlight a text as a group. It was really built on, it was really, it was a digital version of an analog activity that an instructor used to do where she would have students put a transparent projector transparency over a poem, a paper poem, and then they'd underline with different colors, different parts they found important. And that she would physically stack all of their transparencies together and put them on the projector and see, look, this is what we all thought. And so they basically built that into a digital version that you could, you know, highlight things. And then you could see the heat map and things about how people were annotating. So that was my first introduction. And I thought, this is great. I've been looking, I've been looking for something for years that could be more robust. And so it was in talking with our academic technology specialists here at Colgate. They're the ones who pointed out hypothesis as a tool and started using that. And I've used it in some classes, some language classes, also some culture classes, and also in a bilingual class that I pioneered. And that was really useful. So I've been really impressed with how hypothesis the amount of stuff that we can do together as a class and the way students have responded to using it, especially in the language classrooms. That's so, so interesting that it kind of built out of this analog kind of tradition, which I think, I mean, annotation has been around as long as there have been books to write in, right? And that's one of the points here. Well, okay, let me take this opportunity then to hand the baton over to my colleague, Erin Barker. Erin, could you say a little bit about yourself and lead the discussion from here. Thank you so much for coming. Yeah, thanks for having me. I'm Erin. I'm the customer success specialist for hypothesis. And as such, my job is to make sure that all of you know how to use it well and implement it in your courses. And then you're successful using it. My background with languages is actually I was a Spanish undergrad major at Southwestern University in Georgetown, Texas, studied abroad in Valdivia, Chile at Universidad Austral de Chile, which is my background currently. I thought I'd bring some culture into today's discussion and actually attended grad school in Spain multiple times. So that's a little bit of my background. I taught Spanish immersion in K-12 middle school. So language arts and social studies in Spanish and have some of my own annotation practices teaching reading in a world language or a second language for students. So that's a bit of my background. Nate, are you ready? Do you want to get started? Yeah, let's do it. Okay. Take it away. Well, so I wanted to start first Corey and Georgia talking about how your courses have changed in the time of COVID. We know that language courses really need a lot of interaction and are based a lot on our physical expressions and our facial expressions. So how have you changed your teaching style if you have gone remote or if you've gone hybrid? So Georgia or Corey, either of you can start. Sorry. Okay, Corey, I'll go ahead and start. Well, at St. Edwards, we are all online now. So that was mandated about two thirds of the way through the summer. I am not currently using hypothesis just because of the selection of courses I have, but I was using it in the spring and we had to kind of shut down in the spring after spring break. So I had already set up a few assignments with hypothesis and we were reading Mexican women courses and I used primary text, lección de cocina by Rosario Castellanos and it's a difficult text for students. So I think hypothesis helped to kind of break the reading down and scaffold it as well as allowing students to comment on an ongoing basis as we were moving through that text. And then I used it for an academic article, which they don't have a lot of experience reading in Spanish. But as I mentioned before, we have a probably 80% of the students in our upper division Spanish classes are Spanish speakers with a high level of proficiency. So I thought this is a good way to challenge them with this kind of language because they're not going to voluntarily read an academic article. So we used an article talking about the history of misogyny in different Spanish language texts, literature, Sor Juana was one of the texts that we were looking at and it was a really good experience for the students and for me because they felt a sense of accomplishment. They were able to read these articles whereas in the past when I tried to do something like that and nobody read that I had to end up summarizing the article for them, which is okay, but it's not the same. It's not the same experience for them. So being able to scaffold a reading, break it down and have them comment on it, I would have them comment on vocabulary that they had had to look up and give definitions of words that they looked up as well as trace the development of misogyny through the article and how the author was bringing that forward and critiquing that idea. So it turned out to be a really beneficial tool for the students and for me because it was satisfying to see that they were working with the reading, grappling with the difficult concepts and doing it on their own. And I will mute myself now. Yeah, for us the change in teaching over the last, I guess, several months now has been pretty drastic. Colgate has, we do have our campus open right now. We had students on a two week quarantine and now they just got off last week. So this is our first week of in-person classes, but still all of the classes are hybrid to some degree and have to be available for students to take remotely at any time should they need to be remote. So all of our classes are being prepared to teach remotely in some way. And for me, the biggest change in that is what I've been trying to impress upon my colleagues is that when you're teaching in a hybrid format of any kind, no matter how well you prepare for class, you're going to lose some of the in-person time to little things, you know, just setting up this or, you know, sharing your screen here or just little technical things, everything, you know, takes away and sometimes it's just 30 seconds, sometimes it's a minute, sometimes it's two minutes, but over the semester, those things add up and they add up and they add up and you end up losing really valuable time with students. So we've been thinking and I've been trying to think with colleagues about all the different ways that you can offload a lot of what you're doing in class to be done before class and outside of class. So how can we move the synchronous to the asynchronous? And this is also, and I think the Vanderbilt Center for teaching Stacey Marita Johnson is a great follow if you don't know her, a great follow on Twitter and has some great resources on, put her on on her blog, but she talks also about this being, you know, an issue of equity, right, that we need to think about the fact that not every student who's remote has the same access to the synchronous sessions as others and it could be the quality of their feed, it could be, you know, the situation they're in, it could just be how many of their, their family members or housemates are on the, on trying to use the same internet connection at the same time. So a lot of factors could make what happens for the synchronous sessions be less useful for certain people depending on their locations. So as we move things asynchronous, I think that really helps students get some more equity and allows them and then it also frees up time in the class. So how can we do what are the things that we do in class that really we could have students doing before class and then coming to class more prepared to do the things that are the most important class. And so for me when I was teaching last, last semester and we had this drastic change, I had already been using hypothesis for the class. It was a four semester class which is kind of this kind of bridge course to the literature courses from the language courses and we had been focused quite heavily, maybe more heavily than others would on the literary piece. So hypothesis had been very helpful because the students need a lot of, a lot more structure, a lot more scaffolding, as George was saying, to get into these texts that are a little more difficult at their level. And when we moved into being remote for the semester, a lot of the things that I was hoping to do and a lot of the assignments I had planned for them kind of became unfeasible because they required a lot of in-person activity. And so I decided to put a lot more emphasis on those readings and the use of hypothesis. So making those discussions and the things that happen in hypothesis offline more robust and kind of thinking of that discussion is more important for the course because of course, because again, I wasn't sure what the situation was going to be for students to be able to participate in our Zoom discussions. All those ended up being very good and very lively. I think that because we had put so much effort into doing this stuff on hypothesis and having that discussion happen and really having students interact with each other in more meaningful ways on hypothesis. And then it just became, you know, those discussions became much more rich. And really, I think for me, the saving grace of those few months, those first few months of quarantine was to have, you know, a time where I got to sit down with students and have a good discussion about literature. I think mentally that really saved me in a lot of ways. So I was really grateful to have that, you know, students were all prepared and I knew how well they were prepared because of what they'd done before class. I wish, I was just thinking I wish I'd had something like hypothesis when I was doing my upper level undergrad courses in Spanish literature. It would have helped me tremendously. So when a student is presented with these difficult texts in another language, it can be quite overwhelming, right? There's so much to take in. There's the, the literary, literary piece. There's the vocabulary piece. There's the contextual piece. All of this, right? So I, I'm curious how you might introduce using hypothesis or using annotation with these texts for your students. Do you give them specific things to look for? Are they asked to highlight different themes? What are you asking them to do with these literary texts? And Georgia, you can go ahead. Sorry, I know on Zoom it's so funny because you have to call out the specific person. Okay. So what do we, what do we do with the literary texts? We had, I had, as I said before, I used a critical article and then an essay. So the assignments were different, but in each assignment, in the very first assignment, I had included a link to hypothesis tips for annotating and as well as another link to, I think it was another university, Washington state, I'm not sure, but that had a good description of how to annotate what you're trying to achieve with annotating. And then I gave them my own instructions, which for, for the first article was, I asked them to make comments, a couple of comments before from between pages one and 10, and they didn't have to read all of that material. And then that they had to make an equal amount of comments on the second half of the article. And they should, they should bring up five vocabulary words that they had looked up. And then also trace the meaning of misogyny and what it meant for these different authors over time. And so their comments were really directed at analyzing the article itself. And I was able to see what they thought. I was able to see what kind of words they looked up, which were surprising to me because a lot of times it was vocabulary that I would have thought they knew, but it just, it just kind of reinforces how difficult it is for them to transition from shorter texts to longer texts. And then, you know, academic texts. So that, I think in itself was a good experience. And then seeing that they all completed the task, the first assignment, 100% of the students completed the task because they were held accountable for it. And I don't think they would have done that in the class if I had just said, read this part of the article and then come in and we're going to discuss it. They would not have read it. So like Corey said before, by the time we got to class, we were able to have this discussion and talk about it. And then you have other obstacles because actually verbalizing those thoughts that deal with complex subjects are also difficult. So I think I'll stop there, but that was the way I approached it. And I changed it for the second essay that they had to annotate. So I think it may depend on the assignment what it is you want to do. Corey? Yeah, I think when I think about like the why use hypothesis for these literary texts, I think of a discussion I had with a colleague. So he and I are both specialists in Don Quixote and the Golden Age literature. And he had assigned for his class to read. He has like this very limited or in addition with very limited annotations, very limited gloss, right? And I'm used to this this edition, which is the student edition, which has footnotes and it has, you know, every, you know, hard word and it's a fantastic addition. It's what I read as an undergrad. It's what I would assign. And I said, well, why don't you use this this version that is it makes it so much easier for students to see things. And he said, well, I don't want it to be easy for them. I want it to be they need to do that work right to get through. And to me, then just is going to inspire students to just go get a translation and read something in translation, right? But I understand the point of is on suit. We do want it to be on students to figure out when they're learning a language. It's not just about understanding the words but learning how to understand more words, right? I think for me, one of the great moments of learning a language was when I realized and I was also in Chile like you, Aaron realizing that I didn't need a dictionary if I could just describe what I was trying to say to somebody else and they could tell me what the word is, right? If I could just say, what do you call that? All of a sudden, I don't need a dictionary. I can just ask any of these people. They all know the words. So I'll just ask them. So getting students that point is really useful. And hypothesis for me is kind of the bridge, you know, kind of like an intermediate step between I'm giving you nothing and I'm giving you everything, right? Or really, you're giving it to each other as a group, right? So I'll tell you the tools to use. So like George was saying, I want you to look up the words you don't know, but you don't have to look all of them up because your classmates are also looking them up, right? So now you're depending on some of your classmates and you're depending on yourself. So you're kind of working together to get that. Similarly, I like to have them put in some context for things. So in the course I was teaching last semester it was a lot of, we were reading a lot of short stories by different authors. And I intentionally didn't give them information on who the authors were so that they could do some of that research on their own. And we talked about, you know, what are the sources that you would go to get this type of research, you know, how reliable it can be and different things like that. And then the other thing I really like to have them do in the annotations is how do they make, can you make connections with the other things we're reading, especially we're reading a lot of different texts. And how can you find those different connections. And then getting them to reply to each other, I think is always tricky. And maybe if we talk later about grading, I think there's some tips that I got from colleagues that help with that, but getting them to interact with each other in meaningful ways, I think it's also important because that, again, gets that out-of-class discussion happening so that when we get to class, we've already kind of started to talk about things, we know where we're going to go with the discussion. I love that you brought up that book because reading anxiety in language classes is a real thing for our students. And I can tell you that as an undergrad, if you had given me that version of Don Quixote that you just held up, I probably might have sunk into the floor and maybe not showed up the next day in class because I was not a natural second-language learner. It definitely took some immersion for me to learn the language. But that said, I want to talk about reading anxiety and you've addressed this somewhat in terms of creating context and giving students a platform to express their questions and their connections to the reading. This is more of a general question, but how do you address reading anxiety in your courses with some of these difficult texts, such as the one you just held up, Cori? I'm feeling undergrad anxiety right now, just looking at it. So how do you address reading anxiety with your students? And if you use annotation, that's great, but I'd love to hear some of your ideas. I think one of the things that I like to do in classes is the students working groups and we'll break the reading down into different sections and each group will have a part with a certain number of questions and they'll discuss those questions and go over it and then they'll present that part of the reading to the class and because there are certainly students that, because of their level of Spanish, probably don't experience language anxiety, but there are many that do, even though they speak fluently, they are not used to reading Spanish like that. It gives them a lot of confidence, I think. A lot of students come into class and when the first assignment in a literature course is a reading, invariably our students come to me and say, I don't think I'm ready for this class. I've never really read anything like this before and I can't do it. Well, your test scores show that you should be here and you can do it. You read what you can and then we'll talk about it and we'll go over it in class and you can talk to me in office hours if you still don't understand. I agree that it's a real thing. I do think if students will hang in there, over the course of the semester they get better and they realize that not everybody understands everything and that there's an infinite amount of information in any one text that we're never going to delve into all of it, but they do get better over time and more comfortable over time, but I think especially early on it's important to break the text down so that they can learn to read and hypothesis is one way to do that. Also in face-to-face classes it's easier and then on Zoom it takes like Cory was saying a lot more time to go back and forth and to break out rooms and use chat and that kind of thing, but there are a lot of ways to alleviate the anxiety I think. And I'll stop there. Yeah, I think that is right on giving them some kind of pre-reading questions to follow along, some kind of guiding questions is usually helpful. I also like to kind of give if we're going to do a reading for the next class maybe spend the last five minutes of the previous class just say here's a little intro to this text that you might want to know here's some things. And then I found the hypothesis useful to either precede with questions or things that I know are going to be hard to highlight and be like pay attention to this or maybe give some context I think they need to know that they wouldn't get anyway. For me it's really helpful in terms of geographic locations that they might not know are significant and that anybody who was from that place who read that would know when you say this place you mean something and if you're not from there and you weren't part of the history you might just gloss over that as just another place name. So pointing out those types of things I think are really helpful helping them feel more connected to the text and starting to get more deeper into it. But like Georgia said I think giving them some time to either do that basically think, pair, share model I think helps them kind of get over some of that anxiety and I find at least for my students less excited about the reading and much more about the speaking about it after so so many students that I have that I know have great thoughts and I think that's what the annotations help bring out that they can put their thoughts down in writing and then I'm telling them this is a great thought can you explain more to the class and so it's putting them starting out as a positive instead of I don't know how good it is do I want to really share that no I know that it's good so now you can speak with the class I think that's what's been helpful for me. The effective filter is live and well in language classes so this is kind of a follow-up question have either of you used images and annotations or had your students use images in annotations? I haven't but I was going to let Cory go first anyway because I feel like we got to go back and forth with who's going first so if you want to go for this one yeah sure I also haven't done much I've done some stuff I've wanted students to do it and I've tried to like model it but I think they don't seem as excited to do it as I do I've put in some videos but they haven't been as excited to do it so I don't think they have very much I guess a couple times I've seen them do it with more with links I'll see a lot of links people will link to the websites for where they found information especially if there's some context there but like I was saying about the geographic places that's where I'll use at least I'll use the images and say this is what this place looks like and why you might not know it's important okay well no I haven't and thank you for introducing that idea because I can immediately see a lot of applications for that especially with kind of a cultural studies approach when you want to you're looking at the concept of I don't know I'm thinking about colonial Latin America and the castus paintings and you want students to look at that and break it down and relate it to the concept of colonialism or imperialism or something something like that I mean I can see a lot of applications for that which would really help them also build their confidence because they can do it on their own and then share it at a later date so I think that's a great idea I was just thinking in terms of location because you brought up these ideas of locations and places and just like you know my zoom images that I change on the daily we could give students visuals so this is a question I get from professors daily and I'd love to hear about it in a language context as well is how do you grade student annotations and what are you looking for when you're grading student annotations and Cory I'll let you start this time yeah I am indebted to the way I changed my grading especially after the we went remote last semester and I'm indebted to my colleague Alison Kulizar here at Colgate who I think has also been on liquid margins broadcast so you can look up hers but I was my first thought was do X number of annotations but I gave them kind of like a breakdown of these are the different things you can do you can give context you can answer some of these questions so it wasn't you have to do X of each of these but it was for me easy to kind of go through and ask but then it just becomes pretty you know annotating to annotate right and when I get to five I got to five but what she was doing and what I started doing was when student instead of giving them you did X number you got X points she didn't tell them how many to do she kind of gave some guidelines on the types of things she'd like to see but then for the first couple annotations gave pretty detailed feedback to the students you know here's how well the annotations were for you here's what you could have done better and did that for the first couple of annotations which takes some time but you tell them I'm only going to do this for the first couple of annotations after that I'm just going to give you the grade and that's that was really useful so when we when I wanted to make the annotation part more robust last semester so we switched I told the students okay from now on the annotations are going to be more there's what I'm looking for and then the first couple I did it took the time to give them really breakdown detailed of what they were doing well what I'd like to see more and then from there on they picked up pretty quickly and the discussions really changed and improved from there and then in terms of the technical side of things we've been integrated we have our hypothesis integrated with our LMS which is Moodle for us and that has made the grading part seamless and easy so the folks who put that together I think has been it was really helpful to have that because you're not trying to like you know count things for different places and figure it all out it's all integrated which has been really really nice I would say we ours is integrated with Canvas and it has for for me it was seamless and it worked really well because it takes you right into the speed grader and you can you can see each student's comments and you can comment on their comments so that was really useful I thought and I have I had about I think I had 22 students in this literature class and we are an institution with the 4-4 teaching load so I usually have three different preparations so long detailed comments are sometimes more than I am willing to do so I use brief comments my rubric is set up so that you it's the quality of your comment and obviously that's subjective based on what I think and they do learn that because I do make comments to them over time and then the quality of the language are they paying attention to the mechanics of the writing this was an upper level class actually I probably wouldn't care about that if I were if it was Spanish 4 and just trying to get them into the text so I would dock the minimal points based on their language usage and the thoroughness of their comments but other than that it was it was kind of a borderline completion grade for me because I was just trying to get them to do it but having the rubric there and letting him know what the expectations were I felt like pushed the level of the language a little higher and of their comments and I had students that wouldn't often speaking class but provided excellent and thorough comments on the on the readings that they were doing so having expectations I think is helpful from the beginning just Georgia makes a good point there because I was teaching a lower level and so what I wanted from them was I wanted to be more again to reduce that effective filter of writing so I told them I'm not grading your accuracy in the language on these annotations I did give feedback and I did that kind of as a general thing for the class so it wasn't individualized but I would say you know you all don't know how to use Gustav or you know here's your problems with these this tense right and we could use that as kind of you know grammar when we needed to at a certain time but I wanted them to feel like this is not a place where you're getting you know really reviewed for that you're getting reviewed for the content so as long as I can understand what you're saying and your classmate can understand what you're saying and that's communicative you know you can communicate what you're trying to say that's fine I think that's a different question if you're like Georgia at a higher level you want them to be able to communicate clearly and accurately but at the lower level I thought it was good to have it less you know try to reduce that effective filter no I I think we're on the same page there and just to clarify I was very linear but I was like you know sentences begin with the capital letter you have to use punctuation and you have to use accent marks like if if they're turning in a substantial paragraph of an annotation that's a substantial paragraph and there are no accent marks I might take off a point for that segment of the rubric it's not it's not super strict but it's just to remind them that you know hey this is important here this is part of the assignment is the writing part the ideas of students annotating but then they might not say something in class you know they're still producing we've got the production level of language where they're writing and maybe the speaking comes later as a late speaker of language I can relate to that I apologize for the noise in the background I do have two children doing remote schooling right now so I wanted to head on over to some questions from our attendees and Michael has a question about facilitating students annotating after the fact so have you given instructions to students on what to choose to annotate like I guess what is annotatable before giving the assignment and I'm not sure if you can see his question in the chat he might have explained it better than I just did but so Cori or Georgia you are either of you are free to answer that I have to say I don't have the name right with me but it's one of the resources on the hypothesis website that there are some and maybe it's what's linked here it's probably in tips for students but I copied somebody else's information about what are the types of things that you might want what is an annotation and what counts and I added to it because as Georgia noted for us in languages looking up a word and giving the definition it's also important as well right I will say I also tell them when I ask them to look up words I teach them how a Spanish to Spanish dictionary so I don't want a translation look up the word and give me the definition because again that's another skill that you know reading a definition and understanding the word helps develop that skill figuring out what a word means by looking at other words in the language so it's much more beneficial than I don't want you to just tell me this means X and the same thing we do in class when you ask me how to say a word I'm not going to tell you what does this word mean I'm not going to tell you the word in English we're going to figure it out together in Spanish so doing that in the text is helpful but yeah I think there's a lot of resources maybe that's what's linked in the chat that kind of talk to students specifically about what can you annotate and how can you annotate and what counts as an annotation I also had a link from hypothesis about tips for annotating and tips from another university and then I told them the specific sections of the article and the essay that they annotated that I wanted them to annotate and one of them it was having to do with misogyny and tracing the history of misogyny so that was some guidance I think you're probably maybe talking something more about a deeper lesson devoted to what's that I didn't do that because I assumed that they had a certain level of knowledge about annotation which is probably not a good thing to do so I can see where that would be a point but I did there is some guidance available and you can just kind of link your assignment to those tips that are offered I feel like the history of misogyny is something that could be studied for quite a while that could take you down a lot of places so a couple questions in the chat so Nate asked I wonder if annotation activities might change at different levels of study and what you would think about that and Georgia we'll let you answer first this time okay I between my colleagues and I we've kind of come to this agreement that certain levels are able to read or should read be able to read certain text types and practice writing short texts or longer texts so we try to keep the levels appropriate so we have given thought to that the say fourth semester the bridge courses we're usually doing very short texts and the same for writing and then the upper levels where I am it's much longer texts so just text keeping the focus on the text type I think is is important for students yeah I can also talk about a course that was kind of experimental we have in our core curriculum we have students can take a course where they actually choose it's based on a geographic region and I've taught one on Latin America and I got permission to last year to teach it as a bilingual course so students had to we were reading text in English and Spanish although didn't count as a Spanish course it was in you know counted as their core course and so they had to speak Spanish which we had enough Spanish speakers to do which is something you can't do with a lot of languages on a campus but it was for that you know it was an entirely different situation than if we were doing it as a class because although we were pretty proficient in Spanish it was definitely very different ranges of Spanish in the class it was a smaller class but still even within that small class a lot of different ranges from one student who at the end of the semester told me he didn't know that we were going to be doing Spanish in the class even though it was pretty clear on everything and we talked about it a lot at the beginning of the semester to a lot of heritage speakers who also have a very different relationship with the Brit especially with written texts and then to you know Spanish majors who were already starting in their upper level Spanish classes and so we're much more proficient at both reading and writing in the language so in that regard we were doing annotations in a very different way because we were trying to use the annotations to help level the playing field for people so those who needed more help on the more basic things could get that kind of help from the annotations as they were reading especially when we were reading text in Spanish and we decided in that class if the text is in English you can annotate in English if the text is Spanish we annotate in Spanish right and the same thing for our class discussions we did class discussions in Spanish on Spanish days in English on English days so it was kind of back and forth but a lot of the students the lower levels the students with less abilities were the ones who depended a lot more on those annotations so the level is definitely key to what they're going to be able to produce for the annotations both of you alluded to this idea of different proficiency levels which aligns to the actual proficiency levels which I'm sure you're aware of and I like how you are using annotation to address the specific proficiency levels of individual students so almost individualizing the curriculum and the expectations based on what each student is able to do at that point I think that was really cool so Carlos had asked about using tags in annotations and then I think we're going to wrap up after that question unless there are more questions in the chat because we're over time at this point so do either of you use tags in annotations and if so how have you used them I can be brief I have not so I'll let you talk if he's had that experience no I haven't either but just seeing the question I was thinking about what Georgia is doing with the misogyny maybe having themes that run through the course because when you prepare a course it has a theme that runs through it and maybe starting to tag use that seems like a really good way to use let's use the tags throughout the semester to tag and then as Carlos mentions let's let the students come up with what those tags are let's see if they can pick up the threads as we go through it would be nice to see what they if they can figure out what they come to the same conclusion as I do is what the threads are that tie the class together it's funny I think tags are often that thing that are you know the next level in annotations that people start to think about Nate I'm going to turn it back over to you I want to say thank you to Cori and Georgia I learned a lot about using annotation in the language classrooms today thank you thank you thank you thank you yeah and I really want to again extend our thanks to both of you what a great discussion also from the attendees in the chat there I really liked how Carlos connected the study of language out to the studies of languages like science and this idea of asking students to come up with their own tag vocabularies as an exercise in and of itself that's a great great exercise to add to maybe a new discipline so thank you all


All right. Good morning. Welcome back everybody on this lovely Monday. Hopefully, everybody had a great weekend. Welcome back to the morning meeting here at Cybertree University. Great news over the weekend. Mindore, you probably heard about. Menorah, whatever you want to call it. Mindara, whatever it is. The company came out with great announcement regarding COVID-19. I got it. I think it's a little too early.  But we're having a nice little run with a nice little stock right here. And this is making a huge change up in the whole market. We're getting a nice little rally. We're about just almost at 30,000 and we're about 450 right now. But I always say buy and rumour, sell on news. Remember what happened last Monday? We had the same exact news that happened with Five Serves. Five Serves came out. Mark was up like, oh, what almost like 1200 points because of it. Great rally. We're right back to where we started out in the Dow. And now we're going to kind of get me a little nervous. We have to break that 30 price range, 30,000 on the Dow. And I know the S&Ps also testing right around there too. But a lot of stocks are getting crushed by it. A lot of stocks are benefiting from it. I told you this last week. I'm personally still, I'm not completely sold in the market in general yet. I want to see it kind of build some stability here. But all this news coming out with all these vaccines are actually really helping the market out a lot. Now I think if everything works out, I think now we have to focus on what's going to happen in Georgia on election because they're transferring power because that will be a huge sway on where the market's going to move regarding about certain industries are going to benefit. Some of them are going to get destroyed. But there's a lot of good stocks. I can't wait to talk about it. There's crew stocks, the airline stocks, a couple of other ones that are moving. But before we do that, just remember, guys, we've got a really busy weekly this week. We've got Tom Sassnore from Tasty Works, founder of Thinkorswim. That's coming.  And we're looking forward to talk to him about this. It's going to be a great, great interview that we're going to have with him. You're going to have a great hour to talk with him tomorrow at 4.15 after the market closes. Also, this week is the new cycle of the Cybertrain University courses. All the students here look forward to seeing. We're going to start at 10.30. So make sure you have your registration. Everything's taken care of. Looking forward to seeing you there. But before we get all into that, let's get right into the market and talk about what's happening right now and what happened last week. But before we go through the watch list, just want to talk about what happened yesterday. Because last week was pretty cool. We had a pretty good week last week. And a couple of them just obviously had some really nice run-ups. Just change these so you can see a little bit further. So we had the stocks so low. It did really, really well. You could see it was a $3 stock. It turned out to become a day trade. It became more of a swing trade. Stock obviously still holding pretty strong. Went almost high as $8. Great, great winners. Solo was a fun stock. NEO, my God. This thing was just an animal. Stock has been a big, big, great swing trade. But listen, I told you this on Friday. What scares me about NEO is the same thing would have one's interest. When you start getting a stock that is basically, you know, going up that fast, that's scary. You don't want to be in a stock that goes up that quickly because it comes down just as quickly. So remember, we watched this stock. It went from $20, went all the way to $50. Look what happened on Friday. Went from $54, boom, straight down to $41. So, you know, it's kind of get you a little nervous. LI was also another one. Fast mover. You could see it was a great stock all week last week. We watched this stock go from $22 to $40. Okay, look what it did. Divered $41, went down to $30, down $10. Remember, whatever goes up comes down twice as fast. Okay, so we have XPEV was another one that we had that got was a fast run up to $20 to $50.  So anyway, a lot of good stocks that were great shorts. Couple of good winners. We had EV did really well last week. And what else we had? What else we had? What was it? I want to bring CBAT because CBAT did pretty well and it's actually in this morning's watch list. But that stock also you could see had a big, big run up in the beginning of September. They ran from $1 to $5, a little bit of a shake. Now ran a high of $8.50. We had one more last push the last couple of days. So, and it did it on Friday and it's continuing today. So we're going to put that back on the watch list. Now, what's going on this morning? A lot of good stocks that are moving. And you know, I'm just going to go back to Minora or Minora, whatever you want to call it. You could see what happened here in the morning. It's really kind of just flat line. You see how the stock just went up, went from $90 to $104. Great swing trade. Stock, you could see it. And let me tell you something, they knew the news was out. Look what happened, you know, the last five days. The stock has been on, it was at $70. Took a little bit of a hit. Look where it went from $70, $80, $85, $90. And look where it is now. So there's a lot of profit taking going on. Stock is obviously doing pretty well.  Now remember, there's a couple of other ones that are coming out too. So I know there's a little basket of those, you know, these stocks right here with the vaccine are actually all benefiting from it. And let me tell you, these guys are going to make a lot of money on that stuff. Remember, it's just not the United States. It's the whole world. All right. Now, a couple of the stocks, yeah, Norm, we're going to check that out with the airlines too.  Couple of other stocks. I want to work on the, I want to work on the B list and then I'll go on the A list. Let's start with the B list. Okay. So there are a couple of stocks on the B list, which is, you know, that we're, we're gapped up this morning, but they kind of flat line here. You got ATHE. You could see it's up about 127% stock. We've traded it back in August or ran from three to five was a short squeeze came right back down. It's hovering right around the September highs right there. It is a little bit of an algo stocks, 6.3 million shares already trading pre-market. You could see over there on the level three, there's some big orders everywhere. So it's going to be kind of hard to trade. It takes a lot to move the stock, but we know the stock can move and we know it's a pharmaceutical stock. So I want to keep a close eye on it. You saw what happened last week. We traded a couple of stocks and all of a sudden they didn't do anything. They were on the B list and all of a sudden those B lists were on the A list and they were on the top of the list. So that's why you can't underestimate some of these stocks. Sometimes these, these, these traders hold these shares until the market opens up because they're like, and then all of a sudden they kind of pick a direction. IDEX, another stock that we traded in the past. Great stock, 50 cents to three went to almost $4. Great swing trade, phenomenal day trade. She's gapped up this morning, 3.8 million shares, 19%. Great spread, cheap stock. Nice, comfortable level one stock for the older beginners out there. INO, another pharmaceutical stock that's moving, that's gapped up about 13%, 2.1 million shares. This one, if you look on the right, you got a nice little iceberg order right now for about, was it 12, 12.70 right there? That's not too bad. Let me draw this up for you so you guys could see it. Is this guy right here? Not bad, he's probably making that. That's basically what's holding it right here, right there. So that one's, that one's pretty cool. I like that one, gonna keep an eye on that one too. All right, what else we got going on here?  So BBVA, to me, it moved, I don't know, it looks like a buyout to me, all right? So without even looking at the news, without looking at anything, just when you see a stock trend like that, if you need to look at the news, go right ahead. But usually that's what comes up to be a buyout. CNK is another one that's moving too also this morning. Rem, this is all the B list, not the A list, okay? These are the people that are gonna be on the wedding list if the people on my A list don't wanna come, I'll go to the B list.  I like the tier sizes, you got 6,000 shares, 7,000 shares, 69,000 at 1530, kinda shows at resistance levels to see some decent support. No real big buyers there though, but like I said, it's up, I wanna keep an eye on it. Let's hop over on the A list. Now I know a couple of you are shooting some stocks out there, Michael and Deborah, we're gonna check those stocks out. You know, I was actually just talking to Josh this morning about Riot, R-I-O-T. It's actually, you know, it's coming out with the earnings tomorrow, right? I think that's what me and Josh were talking about. So I'm gonna keep a close eye on this stock for tomorrow. But yeah, she just had a nice little decent pop. I think Bitcoin's been doing pretty well. So we're gonna keep a close eye on that. All right, so we got Minora. We know about that. HPR is another one that's moving pretty well right here. I might throw her back on the B list. You can see she started dwindling down. She gapped up pretty big up to 16%. Not too many iceberg orders out there. There'll be a little cautious on that one. A, HT is another one that made the watch list 21%, 1.3 million, 1 million shares. It's got some decent resistance levels right here. You can see it right there.  AMC, remember that one? Blast on the blast. We've actually had a lot of fun with this stock right here. So, you know, nice mover. She's got a good spread. She does get some volatility sometimes. So go back to your journals. Hopefully the way we taught you in class, you always monitor these stocks. I tell you all the time, you're going to trade them again. And you know what? If they were tradable then, they're going to be tradable in the future. They always come out with news, okay? And at least you know they're going to come out with news at least every three months because they're earnings. But keep an eye on that one. NIT, another one, M-I-T-T. This one up 7%. Good. I'm throwing this back on my B list. I was going to put it on the A. It's going back on my B. All right, airlines. Okay, so they all did pretty well. Airlines, cruise stocks. I told you, I'm a long-term player on the airlines. Listen, I can see them going. We're going to get through this taxi, okay? We're going to get through this silent killer, okay? This invisible war, we're calling it, okay? There's virus. So, I mean, eventually you're going to come back unless you think Delta's going out of business. All right, then it's going out of business.  I was a huge fan of it when it was back when it got crushed. I actually lost money on the stock. I was actually, I bought the stock at 42. And no, I'm sorry, I bought it at 42. And then I sold it at 38. Good thing I did because I sold at 60. And then obviously you can see I came back in July. So, I own the stock right around like 31, I think. That's why I pretty much own it, right? But I bought this for long-term. This is not more of a day trade. The US government won't allow major airlines to fail. That's why they won't. Listen, they've got too many employees. And you know, people have to eventually try. And you know what, it's honestly, I think I heard it's a, you can't let them fail because it's a national security. You know, that's a national security type of thing of an airline, you know, what else with transportation you have, okay? So that's really where it comes down to it. There's always national security things you got to know about. So Delta's doing well. JetBlue can just go down the list. But they were doing pretty good this morning. It was all about the news on the vaccine. AL, they were actually pretty fun to trade on Friday. Then all of a sudden they backed off. Saves another one. You can see how they all, all up pretty decent, but they're starting to back off in cruise stocks also. Cruise stocks are starting to, you know, Royal Caribbean did pretty decent. Look, it went up to almost high as 80. Came back a little bit once it's high as 77. What else we got here? Norwegian Cruise Line, that one too. CCL, Carnival Cruise Line. And you know what's going to get really hurt in this whole market? Who really gets hurt? High tech stocks, okay? Look at Wayfair, okay? Wayfair was probably one of the best movers due to the coronavirus. And this stock went from 40 all the way to about almost 400. She took a big hit now, all right? By the way, I'm actually becoming more of a fan on Wayfair than Amazon. AMZN, taking a little bit of a hit. Look at just, I just want you to look at, look at Amazon since July, okay? July, August, September, October, November. Four months. Where did it go? Nowhere. It's been sitting here. That's not a really good sign, but it's really, really not a good sign to see that. Zoom. Listen, we made a lot of money on Zoom, okay? Once everything goes back together, who's going to get hurt the most? Zoom, okay? Because eventually these kids when they go back to school, they're going to have worked something out. Wick, another one. I mean, all these high tech stocks are really going to take it hits. I didn't see too much with Facebook and I didn't see too much with Twitter and Google and all them, even Microsoft. Microsoft, I got to admit though, I would keep a close eye on it. Microsoft came out with the new Xbox X. You can't buy it anywhere, okay? If you guys know where, I could buy one, please. My kids want to know. I mean, here we go. Here's the Christmas frenzy. Microsoft got the new ones, got that Xbox X. So that's the next biggest thing. So hopefully going to make a lot of money on it. Bezos sold over a billion worth of his shares recently. David, why would you not? Why would you not sell a billion dollars? I mean like, first of all, what is it?  What are you going to do with all that money? You know, I think his ex-wife walked away with like, I don't know, $40 billion and he's fighting. I'm like, what are you going to do? You're worth $200 billion.   You know what I'm saying? You're very fortunate. I'll tell you a great Cinderella story.  Basically, if he came from Cuba, I'm most positive.  Sounded like he came into money. I always liked stories like that.  I just look, I don't look at that. What they, I look at how somebody always progressed. And you know, it's a pretty good Cinderella story. You could buy a country. You're right, Michael. You really could. What is your thoughts on Nicola? I still have it, George. I still have it. Nicola is doing pretty decent. This is down a little bit, but Nicola, I don't know. I mean, listen, look at that chart. So I think the news came out that Kramer said he's more of a fan. You know, Kramer on CNBC said he's more fan of hydrogen. Honestly, I'm more a fan of, I'm a hydrogen fan, more than electric fan. I'll be honest with you.  You mean like, I think hydrogen, and we got plenty of that going around. I think hydrogen is better than electric. I'd be honest with you. I know it's just my thoughts on it, but I know that a lot of these guest companies were trying to get rid of hydrogen because they didn't want to step into their oil market. But I mean, if they start making hydrogen cars, I can see something be, I can see definitely the future. And who else? And I think there's another stock, was F-Cell. I think F-Cell is the company, I think it's, I don't know if it's F-Cell, or one of them actually makes the actual energy plants. I think it's F-Cell for most. Is it F-Cell, Greg? Yeah. So, I mean, let's see how it goes out, but I'm still holding on to it. You know, we own it right at support levels anyway. All right, guys, so listen, let's get back to it. Markets we opened up in less than 15 minutes. Let's go reboot. Let's go get our coffees. Let's go hit the restrooms. Let's get ready for the open. Just keep in mind, today is Monday. So do not get too cocky.  In the, I know you guys can see in the cyber group room, but people on YouTube, Facebook Live cannot see it. So, don't forget, we got Open House back on Thursday. We got my good friend, Tom Sosnoff, that's coming on tomorrow and closing bell. We'll put the link in there. Please register for it. This is your opportunity to talk to, you know, you can ask any questions. I am going to send a bulk email to everybody to register. And if you answer me back, I'm going to pick some of your questions to ask him. And he's the most opened. He's the most friendly. He's the most, you know, knowledgeable guy that I met in the industry. And we have a great relationship. I look forward to having him on, but we always have him here every few months. And if you want to know what the market's going to do, here's your opportunities. Don't miss that opportunity. All right, guys, good luck. Happy trading. We'll see you in, and I would also, don't forget, phase one class to start today at 1030. So we'll go platinum students and bronze, silver and gold.


Hi, my name is Francesca and today I want to tell you something about my experience at the Eden PhD Symposium. I participated in 2019 and 2020, received high quality feedback to learn how to defend my thesis in an international context and on the last year I also received the Eden Young Scholar Award. 21st of June the PhD Symposium, you can participate at the conference for free and you have also the chance to win an international award. So looking forward to meeting you at the conference.


Hello everyone, welcome to the 30th session on automatic analysis. The first talk is on exhausting the mercy sense to meet the middle attack against reduce from the AES. And it's work done by Patrick Derbe and Pierre Lamfou, and Patrick is giving the talk. Thank you for the introduction. The first talk is about the attack of the mercy and self-suc and which is the core of the best non-attack on some of the version of the AES. So the point is to show how to mount many variants of the original attack and also how to show how to find the best ones among them. So I will begin by the description of the AES, then I will explain the original attack of the mercy and self-suc together with its improvements. After that I will present our new improvements and finally I will combine them to the differential in the Russian technique and I will describe the new attack on the H1. So let begin by the description of the AES. So the competition to select it began in 1997 and the cipher designed by Richmond and Ivan won it 4 hours later. So it's an iterative block cipher based on the substitution permutation network. It was standardised with a block size of 128 bits and 3 different key size and the number of rounds depends on the key size. So in the AES each 16 byte block is represented as a 4x4 matrix of bytes where each byte is seen as an element of the finite field f256. One AES round is composed of four simple operations applied successfully on the state matrix. So the first one is the sub byte operation that applies the same linear as box on each byte of the state matrix. Then there is the shift of the operations that shifts the rows. Then there is the mixed column operations that multiplies the state matrix by a constant MDS matrix. And finally there is the add-on key operations that performs the XOR between the state matrix and the sub-key. In some cases we are interested by swapping the order of the two last operations and in that case we will denote the sub-key used in the add-on key operation by u. And it is related to the original sub-key k by some linear combination. So in this example I will use some notation. So I denote by X the state just before the sub-byte and by Z the state just after the shift rows. So the AES was successfully designed to be resistant against linear and differential field analysis. And the main concern was about a simple algebraic structure. But it seems that attacks based on that solver or Grabner-Vezy algorithm are still far away to break it. So finally one could say that the AES was broken in the first time by related sub-key attacks on the 192 and 256 bit versions. And more recently in the single key model by big pick attacks on the three versions. But in the first case the model is not very realistic and in the second case the gain is very marginal. So let's now talk about the attack of Dimir Cien Celsuk. First I have to introduce the definition of a delta set which is a set of 256 AES states such that one byte is active and the other ones are constant. And at FSE 2008 Dimir Cien Celsuk described a problem property for the AES which is stated as follows. If we apply four AES phones on the delta set then for each of the 16 bytes of the final state the order sequence of 256 values of that byte is fully determined by only 25 byte parameters. So as a consequence the number of possible sequences is negligible compared to the number of theoretically possible. So the proof of this property is very simple. So let's consider the encryption of a delta set where there is no differences in a white byte and assume that we want to build the sequence of 256 values in the circle byte. Then we just have to guess the values of the black bytes for one message and propagate the differences from the first state to the last one. Indeed as we consider a delta set we already know all differences in the first state. Then by linearity we can compute all differences in the second one. So we will know all the values of the black bytes for all messages and we can apply the CS box on each of them. And finally as the other differences are new we will know all differences in the third state. So we can apply the same technique to obtain the sequences of values of the circle bytes. So Dimersi and Celsuc first used this property to move that attack on 7 rules of the CAS 256 which is stated as follow. So first there is an offline phase where we have to compute all the possible sequences and install them in the hash table. Then in the online phase we begin by asking for a structure such that the main diagonal is active and the other bytes are constant. And we choose one of the messages. Then we guess the values of its gray bytes and we propagate the differences from Z1 to P in order to identify and sort the data set. Then we just guess the values of the black bytes for the chosen message. And we propagate the differences from the cipher text to the black bytes of X5 to compute the sequence of values and check if it belongs to the table. And if it belongs to the table we know with the probability very close to 1 that the guest values was right. And if it does not belong to the table then we know with probability 1 that at least one guest value was close. So both parameters of the online and offline phase are state bytes that we will denote by beyond and beyond. And if the sub keys used in the activity operations are independent then the complexities of this attack is exponential in the size of the sets beyond and beyond. And in that case the memory complexity will be too high to apply this attack on the 128 and 192 bit versions. But the time complexity is low enough to mount an attack on 8 runs from CES to 56 by just guessing the last sub keys and applying the 7 run attack. But in the AES the sub keys are not independent so as the byte of B of and byte of beyond are related by the AES equations they may assume less values than expected. Indeed they lead to the knowledge of some sub key bytes that may be related by the key schedule equations. So we did not do the sub key byte by key of and key of. So the attack, the basic attack of the mercenaries has been improved. So the first improvement is to consider sequence of differences instead of sequence of variations. And that allows us to remove one byte from beyond or from beyond. Then it is also possible to store unopened sequences instead of complex sequences. And that mainly allows us to remove one byte from beyond which was used only to sort the data sets. Finally we can apply a classical data time memory code by storing in the hash table only a fraction of the possible sequences. And in exchange we have to reduce the attack many times to compensate the probability of failure and it will increase both the data time complexity. However it is possible to save some data in this trade-off by noticing that the structure used in this attack contains exactly 2 to the 21st data sets. So if we summarize the first rules, the basic attack of the mercenaries requires a huge memory and a relatively small time complexity. We can balance these complexities by applying the classical data time memory trade-off. For instance to apply the 7 rules attack on the AES 192, but it will increase the data time complexity. And for instance on 7 rules the data time complexity will be approximately to the 70th chosen test. So our first goal was to find how to reduce the data complexity. So first we notice that the mercenaries sort the data set according to the value of the active byte of Z1. But in fact it is unnecessary to know the value of that byte in the offline phase. We just have to know the differences in that byte. So as a consequence we lose one byte from a trade-off but it does not change the number of sequences built in the offline phase. But in other hand we can now reduce the data set 256 times in the data time memory trade-off. So it saves some data complexity. Then we notice that the mercenaries only consider simple cases where the data set has one active byte and where the check is performed on one byte of X5 or in one byte of Z5. But in fact the meeting in the middle is performed between those two states and more precisely between the five column bytes in these two states because there is a linear combination between the differences in those states. So the idea is to consider different linear combinations and to do that we use the fact that the matrix used in the mixed columns operations is an NDS matrix. So as a consequence we know that minimal equations between those two states involves exactly five bytes on the same column and the converse is true if we choose five bytes on the same columns then there is a linear equation between them. So in fact in the offline phase we compute the part of these equations that involves the bytes of Z5 and in the online phase we compute the part of these equations that involves the bytes of X6. So we can consider different attacks like this or this. So basically we can trade some bytes of V1 against bytes of V2 without increasing the data complexity and without randomizing the attack. So this idea may be applied to the data set instead of considering set of 256 AS states such as one byte is active and the other one are constant. We consider set of 256 AS states such that exactly five bytes are active between those two states. But in that case it will affect the size of the structure needed in the attack. So by the way the data complexity and also the bytes of Z1 must be guessed despite the use of an ordered segment. So that allows us to mount new variants of the original attack and once we have chosen the middle one for the offline phase we can mount approximately to the 16 variants. But the number of sets beyond and beyond to study is a little bit smaller. Then to compare the corresponding attacks we have to answer to two related questions which are how many values can assume the state bytes and how fast can we enumerate them. So this is not an easy case because as boxes are involved in the key schedules we use the tool I developed two years ago in a joint work with Charles Beaghey and Pierre Arnauf that solves a problem very close to our problem. So basically this tool takes as input a system of equation V in variables X involving some S-boxes so an AS-like system of equations and it returns an optimal algorithm to enumerate all the solutions of this system of equations with predictable time and memory complexities. So of course the algorithm returned is optimal among a particular class of servers. So we made a new tool from the previous one so now the tool takes as input also a subset Y of the set of variables X and it returns a list of optimal algorithms to enumerate all the possible values of Y according to the system of equations. So basically the idea is to apply the previous tool to each subset between Y and X but in fact by using a good printing strategy the number of subsets to consider is often one or two. So the complexity of this tool is exponential in the number of input S-boxes since it was the case for the previous tool so it is really faster to apply it on K and key-scaled equations instead of B and AS equations. So thanks to it we have been able to exhaust all cases for all key size and user without the last X columns and for instance here you can see the results for seven rounds of the AS 192 so this table gives the log 256 of the data complexity as a function of the number of guests to perform in the offline phase and in the online phase. So as you can see whatever the complexity we want to reach all best attacks requires only two to 30 seconds plain text so as much as the original attack of Dimersian Zelsic. You can also see that we found new attacks with smaller data complexity in fact we found competitive results in the very low data complexity which for instance attacks up to 8 rounds for the AS 256 that need only 256 plain text. So let's now talk about the differential immersion technique which is a technique introduced by Denkelman, Kehler and Shamir as an alternative to the classical data I've memorised. But they didn't realize how powerful was this technique so we recently improved their result in a job in a job work with Jéréby Jean and we have obtained the best known attacks on 7, 8 and 9 rounds but as you can see the complexities of the 8 rounds attacks are not balanced so we can do better. So let's consider this variant of the attack of Dimersian Zelsic where bytes of B1 are in grey and bytes of B1 are in black and now let's consider a pair that follows this differential. In that case the possible values for bytes of B1 and bytes of B1 are very respected. In fact if we guess the differences in the circle bytes then we will know all the differences before and after the S-box for each of the black bytes so we can deduce their value and as a consequence there are at most 1, 2, 1, 28 values instead of 2, 2, 2 frontiers values for bytes of B1. So it's a nice improvement but now in the online phase we have to focus on finding a pair that follows this differential so we begin by asking for a structure such that the diagonal is active and the other bytes are constant and then we look for pairs that may follow the differential or in other words that have new differences in the white bytes of Z7. Then for each of these pairs we have to find the possible values of bytes of B1 so this is done essentially by guessing the differences in the circle bytes because in that case we will know the differences before and after the S-box for each of the gray bytes so we will deduce their values but the real procedure is a little bit more complicated since we have to take care of relations between gray bytes. So then once we have obtained the values of the gray bytes we can identify a dataset that contains the pairs and compute the sequence and check if it belongs to the table. And then we restart this procedure until a match occurs or in other words until the structures contain the pairs that follow the differential. So as before we have been able to exhaust all cases and for instance on H-runs the best results are here. So it's a gain of we save approximately a factor to choose the 30 seconds for the overall complexity on the 1.92 bit version and to choose the first C for the 256 version. It is possible to do a little bit later to save some data for this attack by performing many attacks in parallel or in other words by looking for many differential in parallel without increasing the overall complexity. So there is some limitation on the case we have been able to try in fact we only tried cases where both bytes of BN, NBF and active bytes of the pair are synchronized because else the number of cases to handle may become huge and the complexity of our tool tends to explode. So to conclude this talk in this paper we have generally the attack of Dimir Cien Celsuc we have been able to find many new attacks that need a small data complexity we also find the best known attacks on H-runs for the AES 192 and the AES 256 and this result was found in an automatic way. Furthermore this attack this is somewhat generic and it may be applied to many other ciphers. For instance we applied it on square and then the result will probably be in the full version. So thank you for your attention. So are there any questions? Juan Patrick do you think that this tool that could be adapted to take some distinguished results on fresh functions? I don't think so. Now I try to extend it to a different safer like to a twine in fact which is a little bit more different than the AES but for distribution I don't think so. Thank you very much. Let's thank the speaker again.


So far we've looked at options where we run our script and we have some sort of file select option Through the script, but what we want to look now is drag and drop to our shell script So we have two options here on how to open up your whatever file manager you use Select a couple of files and drag them over and then have your shell script process them We're going to look at two different ways of doing that and so Let's have a look as mentioned in the previous two videos all the scripts We're looking at today are up on my get lab page get lab comm 4 slash metal x1000 and the project is called bash multi-file select Okay, we're going to drag and drop so if I wanted to I could pass Arguments or in this case file names to my script So I'm going to start off with my drag and drop to right I'm going to drag and drop to and then I could give it a file name. I can say temp My bw Photos again I purposely put spaces in the file names because that's what's going to mess you up and I can give it a file name Type it all out, but we don't want to type out every single file name, right? but if you have a file manager open and you select some files like those three I can drag and drop them here, and they drop them in which is great Now I can enter and it starts processing through them And now we have those three images in black and white or desaturated grayscale Let's look at that drag and drop to file It's shorter than our other ones right because we're just passing at arguments which is fairly simple I have my output directory You don't need the input directory because we're drag and dropping it from file manager Although as I mentioned in a previous video we could have our script open up your default file manager to that directory And that would be useful and save the user a couple of steps I didn't do that, but you'll see my notes here This script will allow you to drag and drop files even with spaces But single quotes apostrophes in the file names will not work. Okay? because Actually, would it would it mess up on this one that notes for the other drag and drop one Let's get that try Well, now I'm going off script here. Let me go ahead and just rename this one I'm gonna put an apostrophe in it, which you should never do with a file name and now Well, let's do it to two so we can process through at least two F2 Rename just add an apostrophe somewhere single quote whatever you want to call it and I will say files drag and drop to I Will hit enter. Oh, sorry. I will hit space. I'll select those two drag and drop. Let's see what happens Ah, so this one does work even with apostrophes in the name or single quotes, whatever you want to call them That's fine. So that's that's one of the benefits of this one thing is you got to know before you start the program to Drag and drop those files. So drag and drop them hit enter. It'll process through them Again, let's quickly look at this script And again, all I'm doing here is if I tried to originally and I tried to do something and it didn't work properly I Tried to loop through them You know item by item, but the apostrophes were screwing things up But I realized if I start with the first option I process it and then you can say shift and it'll shift the next one That fixed my problem with these single quotes. So this is super simple. I'm just saying while Basically, there is an option here process it Okay, go through it and then shift and one will be well then two will become one Then three will become one and you know, we'll move them all down. So I Did a horrible job explaining that but the code is pretty simple right there but Maybe you don't pass the files before the program starts or you want to give the user prompt to drag and drop the files or some other option we're going to Files Drag and drop. So the I showed you drag and drop to first. Let's go ahead and run this one This one actually says please drag and drop files now if I select a few of these here Let's go ahead and race our output so we know and I will grab a few of these Drag and drop them and then hit enter and it will convert them. No problem Great, but let's go ahead and drag then drop these ones with the apostrophes. I'm assuming they're going to fail I actually did not test this out. I'm 99% sure this is going to fail because I know how I wrote the script So we have to start our script Move to our file manager Drag it over here click back in the shell and hit enter and you can see we got problems And it's because of those apostrophes in the name so Why is that? Well, we have again we have our output we create for our output directory Then I'm just using the read command now. I tried different ways of doing this I tried doing read and you can dump it into an array and I still have the same problems I'm just gonna dump all the text into files Right, and then what do I need to do now? Look at when the files are dragged So let me open up a new shell down here actually now. Let's let's exit out of this I'm not even gonna have a command in there. I'm just gonna drag and drop these files here You can see this is the file and it's got quotation around it And then there's a space and then the quotation the next file name quotation space Next quotation so each one is separated by space, but has those single quotes around it, right? Well, I need to get rid of those single quotes the script didn't like those but I Need to get rid of them in a smart way that knew which quotes Were at the beginning of the file in a file So what I did ended up doing here is I ended up echoing the entire list and what I did was I said, okay Take all the quote single quotes with a space between them. So quote Space quote and make it converted to a new line The problem is the very first file will have a quote before it a single quote and the last file Will have a single quote for it. So then I deleted that So that there's my issue right there if your file name has a quote in it I'm deleting them all right there and that's the biggest drawback to doing this this way and if you know a better way Please let me know but then I can loop through them and do the same thing as before But that is the biggest drawback to the script parting of this is if there is a Apostrophe in your file name which some people do it's gonna mess things up, but This is the simplest way I came up with drag and dropping into a file and again I'm just using the read command which reads it all as text, but then splits it out by those spaces and quotes so None of my options are absolutely great, but they are all workable again FZF Definitely the best option for most files And again the only scenario I could think of where FZF is not the best option is When I'm working with photos because I want to see which ones I'm selecting or maybe videos because I want to look at the thumbnails of Which one I'm selecting but anything else FZF just wins hands down, but I thought I would come up with a few scenarios here and Show you how I came up with my solutions Let me know if you know another way to do it also visit films by chris.com. That's Chris the K There's a link in the description as always. I hope that you have a great day