Hello everybody and welcome to this parallel session at the alt conference welcome I'll hit I'm here as chair But I'm I'm not going to get all that involved. You'll see me background at the end for Q&A this session is called are we there yet and It's becoming a tell scholar code switching and building identity through the alt We're saying elisig elisig elisig. I'm going to say Scholar scheme and we've got Denise and Jess here to speak to this But I believe you're representing more people than that So what I'm going to do is head over to you about 20 minutes and then we'll Q&A background at the end do You know comment and question as we go in the chat It's a nice way of kind of seeing people and also I'll collect questions up on the quiet in the background as we go Okay over to you guys Thank you Dave, I think we're getting the slides up as we say hi There's just I apologize There's been a little technical issue from my end with the slides But we'll be showing them very shortly, but we can start without them. Sorry. Sorry about that Denise Do you want to just start and yeah, I got up here. Yeah appearing. That's lovely. Thanks Emma Thank those of you that don't know who elisig are we're a group that was established in 2008 But has just become a special interest group in alt in 2019 and it's around Evaluating learners experience of e-learning and technology enhanced learning We've been today We're going to talk a little bit about a scholar scheme that we've piloting at the moment and the title are we there yet is a Proma, you know that sort of prodding around In becoming a tell scholar Do you ever arrive there and if you're on the journey? Some of you may want to contact us outside this session if you think you're there that or or at least On the way so please add to the chat any details if you would like to talk to us outside this Session as you can see on the slide. There's a number of us who have got two hats in this scholar scheme. We're both Advisors to scholars as well as conducting some research around the experience of being on a scholar program And I'm going to talk a little bit about Why we're doing that so next slide Jess or Emma and Why Now we have really looked at this sort of thing around What is the learning technology profession and you know, it's got a lot of highly capable and motivated people Some of us have come from a sort of learning technologist or educational design background However, when you're moving into Research and conducting research or wanting to become a scholar You can hit a lot of bumps. Some of that is maybe contextual to do with your institution, but it also can be things to do with professional identity and In a sense being an expert in one thing and then becoming a novice researcher one of the things that we've done in the Look, you know doing this research project around the scholar scene is we've looked at that the tell research Field is quite interdisciplinary. It's quite into professional. There is good things about that but also negative It's quite fragmented Which can be problematic and trying to strive to become more scholarly can become quite a challenge and This is one of the reasons why we wanted to sort of have a pilot and investigate the pilot as we were doing it and Next slide. Thank you. I Wanted to just talk a couple of minutes around what the scholar scheme is and what the purpose of it The aim was for both us as advisors as well as for the scholars is to gain new skills develop and enhance existing skills and knowledge Develop viable career goals, you know, hopefully disseminate findings so it was a professional learning opportunity and Also for those of us that are quite experienced in being in this field We really wanted to support others who are on a professional learning and of course there is things around networking and Building up sheds shared understanding and and the slides. Hopefully that slide sort of mirrors some of our thinking around that But there is definitely the thing about sharing giving back trying to find some consensus about some of the the concepts that were involved in and That's what we wanted to do the next slide Slide for I wanted, you know, we've got three three backpackers here on their journey They're not quite there yet But the scholar scheme had three pathways. We had some scholars coming in as early early career Professionals who may be new to the field didn't have a professional particularly strong professional network and Wanting to try and develop what I would call a sort of feasible professional development plan Then we had quite a lot of mid-career professionals both learning technologists as well as Academics who may be in a particular discipline. Jess is going to talk a little bit about that Soon on some other slides, but it was people who were looking at applying for senior C-mol Or maybe senior fellowship of the higher education Academy and get someone to Chat with them about their application and then we've got another cohort of Colleagues who were trying to establish or better ground their publication practice Developer publishing plan look at ways to disseminate their research and know where The places are that they can Disseminate that work and the next slide Jess. I Wanted to just share briefly and I know that this session may not have the space for this but when in our all of our professional lives and and doing certain amounts of research and professional development or Working on programs with academics around this sort of scholarship of teaching learning We know that there is a gap between sort of educational inquiry and then learning technologists and being scholars We also know that that there is not a shared Understanding about scholarly approaches when it comes to educational technology and educational inquiry We also know that thing around Building up reflections of from novice to expert around Sottle and this is why we wanted to do the pilot scheme as well as research It is that there is this nice interface around Do being experience of it and then reporting on those experiences another thing that's Influenced us is the work of Rupert Weger if another colleagues at Cambridge around Dialogic education and how through dialogue It's not just about learning and sharing, but actually creating a Learning a shared learning through that dialogue and it's something that we're all not all of us are totally on Top-off, but it's work that we some of us have been using in our Teaching with academics who may be trying to get into Sottle now the code switching which was in our title is Something that I knew a bit around from bilingual Students switching from one language to another and maybe having you know Italian grandparents versus English parents and how you might behave and how you have to adapt in two different worlds And it is something that has been taken up in You know bi-racial Academics and and other people in the US so it is something that we would like to sort of explore in our research Jess over to you Okay, so next slide please. So where are we at? What's happened with the Scholar scheme? and it was set up earlier this year and in The spring we put a call out for people to show an interest in whether they want to be involved And we had a good response from the community and we had 50 people commit to the scheme And there was a fluke by flesher fluke an equal split between scholars and advisors those that were wanting to be advisors and those that that wanted to to to learn from those advisors and as Denise alluded to we have had a real diversity in the Different colleagues who have signed up who've come along and and it's really created some really rich interesting conversations So we've had learning technologists We've had academic staff who are new to the area of subtle and a dabbling into this space and professional service staff to colleagues in both the public and private sectors and so a real diverse mix and And I'll talk a bit about What we're doing and the 50 that signed up unfortunately because of time and the challenge that we are in at the moment this mad world Not everyone has ever been able to see it through and so I think we're around 36 or so now but Again the commitment and and the The people want to commit the best will in the world is not always possible What we doing so there's a team space that we set up to disseminate some of the the Communications and and that in itself has had some challenges to so we're learning a lot as we go We've had we started we kick started it with a scholar scheme introduction meeting Well, we've got the group together and and we went into different breakout rooms depending on our area of interest so that we had colleagues who wanted to explore scholarship of teaching learning it was in their Professional recognition Applications, but also then we had colleagues who are new to the area of research wanted to develop their research methodologies more And those that were about to publish but wanted to know exactly how do we publish? Where do we go? So it was a real diverse mix of different needs and we split them up into interest groups in that space and had some Really interesting conversations and really I accidentally found that the group meetings were a really good valuable source of conversation inspiration and motivation The core of the scheme is the one-to-ones between advisors and scholars and that's been running throughout It's very much left to the advice and scholars to set up that relationship and to establish those meetings we asked colleagues to commit to so many meetings and things back for and and Work together and organizing those and then the the final thing is the scholarship these Sorry the showcase event which will help me happily at the end of the year where we invite colleagues to share where they're at And what they're doing. Sorry. I'm an excite And so it's all very well. We're doing all these things We want to evaluate what we want to learn from it. There's so much to learn from this space We are learning all the time about the different opportunities and challenges that are forwarded with them this this scheme So we want to evaluate from the perspective of how can we sustain the scheme? Is this something we want to continue long term what lessons can we learn if we run it again? But also we want to learn from the colleagues engaged in the scheme about their challenges and the support required in this Spaces of subtle and how can we overcome it and as Denise has already alluded to we've identified through the literature that there is a gap in the way and some elements of this So for example how our identities are what they are and how it relates to how we engage with scholarship So there's also an area that we want to plug there as well So we identified some research questions around experiences around Conceptions around subtle and we have got ethical approval to to run a research project alongside the scholar scheme for this next slide please So how we do this we're taking a mixed methodology approach So we've initiated a pre-scheme survey to find out the aspirations what people are hoping to get out of the experience Then there's a series of confidence logs that we're Advertising promoting throughout these are just prompt questions that we share with the scholars and advisors Around what their experiences are of the scheme what their aspirations are and if they're being met And also how has the engagement changed their own practice? So the questions is very much a personal thing the logs. We're not asking to see them We're suggesting that people keep it and then when they come to the post-scheme interview They can share some reflections on those logs there So it's very much to help them set goals to help them take stock and to help them move forwards And then there's a post-scheme survey at the end where we'll obviously use that to inform on how we proceed But also the data collected see if there's been any change from the pre-scheme to the post-scheme And then we're following up in the new year with some more qualitative analysis of post-scheme Interviews that will carry out in the new year and this is for interviews Again, all of these with their plighter scholars and the advisors who want to hear from both perspectives in this space Next slide, please Okay, so I'm just gonna share some initial key findings from the pre survey So the first one's around key motivations We asked colleagues to just share with us what their initial hopes and aspirations are and how they've evolved or lived up to expectations Is we're excited to hear and see But as you can see from the word cloud one of the key drivers is the publishing and having skills to help with that but also really came through as very important was the opportunity to collaborate and network with colleagues from across the UK and Be inspired by each other And that's I think where the group meetings have really helped in that space as well as the one-to-one We've all got a lot out of it from speaking personally from someone who's involved both in the research But also as a scholar So they follow up Evaluation will hopefully see if that we have lived up to expectation if we have plugged some gaps if there is still some work to be Done in that space And as I said, we meet quite regularly the project team the core project team And we've we've identified areas where there have been challenges as well and things that we need to do to support that So sorry next slide Next slide, please And and the other question we asked was around existing institutional support for subtle From colleagues who are in a range of different roles What was really interesting was this question was how people had defined support and what they thought subtle when so Many had said that that the opportunity to just meet and share practice really helped And so the SA felt supported in that respect But then they may not necessarily have the opportunity or the funding or the time to commit to to developing that space So the majority is using the pie chart the majority feel that they don't have explicit support in that it's not a departmental motivation There's other competing factors We are in a crazy world We have been and so other things factors have surfaced that have taken priority And so it's not always possible to have the space to develop those research skills and publications due to competing demands And time allocation so there is still more work to do to help with this and that's where we come in but We're still learning and it'll be interesting to see how how we can help support colleagues further next slide please So where to next we've got a group scholar meeting again in October So we're continuing with the group theme obviously one-to-ones will continue to take place to the end of the year We've extended it because of the situation that we're in and from demand from colleagues in the community in the Scholar scheme community that they'd like it to continue the showcase event in December is currently being planned We're trying to make it as informal as possible and so that everyone can participate and we can get some insights into Experiences of everyone and then again those that have signed up for the research have We have interviews in the new year that we'd like to follow up with those and have hopefully more Data on on the perceptions and opportunities that they've had through the scheme next slide, please Okay, and we have got a padlet and sorry Where we are asking inviting contributions We we want to have a wider perspective as well as to what Sottle means to the wider community So and we'll share that padlet link with you But it's just an opportunity to hear from you about what it means to you and do you feel supported in this space and That if you are interested in becoming involved with any of our research and do drop us a line And we'd love to hear from you We're we're very keen to obviously we're focusing on the Scholar scheme But we're very keen to hear more widely and the thoughts from the community wider community So I'm conscious of time so final slide I am the final slices just a shameless plug so if you are interested in getting involved with us and I'll at least exert We're an active group There's lots of things that we've hosted over the past year webinars the Scholar scheme just being several But do do join us and give us at the website and find out more, but it's just a complete shameless plug and Yeah, so back to questions any questions really. Thank you Hello, and hello, Jim Hi, so questions We've got some people we've got some comments and stuff floating around there. I think one of the things that I wanted to ask just to get started is Where the extent to which Okay, let me start from the beginning It's about like career progression and reward and recognition and how that relates to this Because obviously people have very broad remits as you say the kind of code switching Which means there's a limited amount of time for each of those identities and how do you see that relating to? career progression reward and recognition and You know in what ways Institutions may or may not be responding to that Any I I'll answer a little bit. Look, I think that's really complex depending on where you are what your remit is What institution you're at and what your institution is doing in regards to? Recognition and promotion and things like that. So I think it what I think we would like to do is maybe After the experience it might be further research But it is a complex a really hard question Dave And I think a lot of people have sort of on their own back kind of undone the puzzle and Are on their way and some have succeeded, but I I I don't think we can say Categorically anything Jess or Jim if you've got anything you want to say in regards to that I've been involved in any sick for For a for a number of years and it's always been a frustration that The early years researchers or people that are just trying to develop their skills don't have a nap network to rely on in their own institutions and I think this was core to my interest in in in working with Denise on on this scholar scheme is to build out That capacity for people to network more and if it's one thing that I've learned from my own practice in research is You need allies you need people out there to tell you just to keep you going really Yeah, and in terms of the code switching and the identities, I know and I know Pete is in the room Watching how we put it somewhere Peter Bryant We did a little bit of work Well, he did most of it. I'll be honest with Don Landclost a few years ago about About a kind of agility of identity because actually if you have multiple identities, then sometimes You don't feel like you necessarily fit in properly anywhere. Is that something that you've seen in the people you've been talking to? We haven't got to that part of the the the thing that this sense of belonging I think is it or or feeling part of something. I think that is an interesting point and We would like to try and hopefully see from Especially the interviews if we can probe a bit around this particular area because it's not fixed and I think I wonder if there's a gender thing Sometimes when you're a full-time worker and a mother and looking after elderly parents you have to code switch all the time from Ringing the school to a formal meeting to that and I think lockdown and the pandemic has sort of proved how superhuman a Lot of women who you know So maybe that that they might I'd like to know if there was a gender thing But also I think it's around your institution and how you might be perceived by colleagues and how you might have to read You know resell yourself or repackage yourself reinvent yourself Um Sorry Dave, we're not really I'm not sure if we're helping answer your question. No, no, that's no this is Something that we're very passionate about and there is lots of Gats in the literature about this in this specific space around learning technology and Scholarship and I think it could be around practice and practical versus theory and how that you know The hierarchy of that even is challenging, you know, so we're there's obviously this Box that we're going through and looking at the different things in the box Yeah, yeah, and I know from my institution that the relationship between theory and practice and how they inform each other is it's really complex and Actually making sure that they inform each other there's comments in the chat talking about this one from Saying third space professional syndrome and Imposter syndrome and all of those kind of things so I think I mean I just perhaps perhaps I'm speaking from what I know of my team in the area that I think that there's that aspect to it as well That it's it's easy to feel like we use the term belonging In terms of the in you know Encouraging people or giving them the confidence to start taking a more scholarly route to institutional research To what extent this is a question for me really because it's because it's one thing to do the institutional research It's another thing to have your institution respond to the research To what extent has that come up through the work the because I think that in a way for me They're two different art forms. It's doing the research and then there's fight and then there's there's producing outputs and Operating in such a way that you encourage your institution to respond That's an interesting question book and I think it varies on the institution and I think if there is a rigorous approach to something that's large scale and there are some institutions where those things have existed where There's a group of people who may be learning technologist as well as Academics working on things that might come to publication I think it might be knowing about the different channels of how that gets communicated and how your institution values that but Just this thing about belonging. It's kind of like you have to invite yourself to the party Or they crash the party. I mean, I'm sorry that you know, I've got teenage Daughters and they just you know, it's like well, you can't wait for permission to be invited You actually have to get crashed. So I think things like that is knowing how to leverage who can be senior colleagues who can Advocate on your behalf or you know, and I don't know Dave, you know, we can talk outside what institution that I'm in an institution Which is University of Nottingham where there is a there's tensions but there's also an understanding that you know people come from different pathways and The quality of the research will speak for itself if so, it's a complex one I'm sorry. I think these things are really hard to talk about or can make comparisons between Institutions sometimes it's person, you know people who are in charge of particular senior roles. Yeah, I do. I agree with you about Curial in that way. Yeah, I think I think that idea of being a little bit elbow-y To make things happen is it, you know, there's actually what you find is most really senior people are actually quite elbow-y And that's how they got there In almost any hierarchical structure If you wait to be invited, it might never happen and just just to round up because we're at a time and cocoa has Put in a really interesting comment about librarians becoming scholars and a funder She says fundamental and fascinating question is by whom and for whom Which I think is just a nice way of, you know, that's a really important question to ask And I think that's what I'd say that a lot of people in in the area of You know learning technology digital learning the kind of alt community They're probably asking themselves that question In quite a big way given the pandemic but also just generally I think as the whole professional area sort of evolves and and becomes actually More increasingly embedded as part of the fabric of our institutions It still can be quite bumpy. I think and not always equitable But thank you. Thank you for that. That was great. Thank you for running to time And I'm sure people can contact you if they want to know more and as you know, you put padlock up and we've got a link to The group as well In the in the chat. Thank you guys. Yeah. Thank you everybody Cheers. Thank you Thank you


Hello, everyone. The name of the presentation is Linear Crypt Analysis of 3AGAD with GIFT-128 as underlying primitives. In this presentation, we start with the motivation and contributions. Following that, we briefly recall some related preliminaries. Then we introduce the linear cryptanalysis of GIFT-0FB, hyena, Sunday gift, and GIFT-128.  So, firstly, the motivation of this work. Linear cryptanalysis is one of the most fundamental methods to evaluate the security of symmetric key primitives. Compared to differential cryptanalysis, we find that linear method is more suitable to the analysis of the AEAD, since it works under the known plan text setting. This paper aims to evaluate the security of some AEAD with the linear method. The contribution of this work can be divided into four parts. Firstly, we create specialized set problems for the search of linear distinguishes, coordinate with the text setting. With this method, we improve linear text on GIFT-0FB and Sunday gift. Thirdly, we propose the first cryptanalytic result on hyena. Also, we provide improved linear text on GIFT-128. Now, we briefly recall some necessary preliminaries. GIFT-128 is one version of GIFT with the 128-bit block size. It is a 40-round SPN cipher and has a cadence of 128. Each round of GIFT-128 consists of three steps. In the sub-cell operation, an invertible 4-bit S-box named GS is applied to every navel of the cipher state. Next, the per-bit operation performs a bit permutation operation on the cipher state. At last, the add-round K operation includes adding the round K and the round constant. In this figure, we only illustrate the bits that should be exiled with the round K, as adding the round constant does not alter relative types of text in the paper. The most important steps in differential and linear text are finding distinguishes exhibiting non-random cryptanalytic properties. In this work, we explore an automatic method based on Boolean satisfiability problem, or with its set, to accomplish the search of linear distinguishes. The set problem is a problem of determining whether there exists an evaluation for the binary variables such that the value of the given Boolean formula equals 1. Every Boolean formula can be converted into an equivalent formula in conjunctive normal form. Each distinction is called a clause. Each CIG can be a variable, a constant, or the negation of a variable. Since almost all exciting sets over accept Boolean formulas in CNF as inputs, although the distinguisher search and problem should be specified with CNF formulas, benefiting from the simple but elegant structure of GIFT-128, describing the propagation of the linear mask inside the sepul boils down to tracing the propagation of the linear mask across the S-box. We donate x and y as the input and output masks of the S-box. To encode the absolute value of the correlation, we employ two Boolean variables, epsilon 0 and epsilon 1, so that the summation of them equals this value. Next, we define a 10-bit Boolean function f, look like this, and simplify the expression with the off-the-shelf software logic Freddie. Then we get a set of Boolean formulas that precisely depicts the relation among x, y, epsilon 0, and epsilon 1. Aside from tracking the propagation of linear masks inside the sepul, the set problem should clarify the correlation of the targeted linear trail. Suppose we intend to search for the R-round trail with the absolute value of the correlation in no less than 2 to the minus cosine. Let epsilon Kij be the auxiliary variable regarding the JS-S-box in the S-rounds. Then the valid linear trail should satisfy this condition. This inequality constraint can be converted into a sequence of Boolean expressions with a sequential encoding method. Now let's move on to the linear crypt analysis of GIFT-COFB. GIFT-COFB is an AEAD that instantiates the combined feedback mode with GIFT-128. The input of the encryption algorithm, including 128-bit K, announces associated data and message. The outputs are several tags, say, and a 128-bit tag. The ek function in the figure I referred to as the sepul GIFT-128. The sepul tag's generating phase explores the feedback function G, which is a linear function over the 100 and 128-bit input. We target the encryption function in the message processing phase highlighted in red. The property of the primitive puts some restrictions on the linear approximation in the linear tag. Firstly, since the designers claim 64-bit ND-CPA security under the non-respecting scenario, the data complexity of a valid tag on GIFT-COFB should be lower than 2264. Secondly, note that the most significant 64-bit of the input or the ek function are masked by the value L, and the L depends on the value of N and K, and that is not unknown. Therefore, the verification of the linear relation should be irrelevant with the most significant 64-bit. To accomplish the search of linear approximation to fill these restrictions, they attempt to encode it with Boolean equations. We create a specialized set problem targeting the conditional linear trail. To begin with, given that GIFT-128 achieves full diffusion after four rounds, we conjecture the maximum number of rounds appended before the linear distinguisher in the attack is 3. Regarding the three rounds extended before the linear approximation, we introduce extra variables to locate the bits involved in verifying the linear relation. According to the functionality, the extra Boolean equation in the specialized set problem can be divided into three parts. The first part identifies the necessary bits for the calculation of the linear relation. The second part ensures the irrelevance with the most significant 64-input bits. The last part connects the extended rounds with the linear trail. Now, we look into some details. For each S-box in the three appended rounds, we introduce four Boolean variables, mu 0 to mu 3 to signify whether the four values of the input bits should be known for checking the linear relation respectively. If the value of X i should be known for the verification of the linear relation, mu i is set as 1. Likewise, we utilize four Boolean variables, mu 0 to mu 3 to signify whether the four values of the output bits are the necessary bits for calculating the linear relation. Since the S-box is a nonlinear operation, the four values of the input bits must be known if any of the four output bits turns into necessary bits. Last, the newly included variables should satisfy this constraint, and it can be converted into Boolean expressions with a similar approach used for the S-box. These expressions constitute the first part of extra Boolean equations in the specialized set problem. Then donate mu k i j and mu k i j the variables for the J-size box in the S-appended round before the linear approximation to make sure that the evaluation of the linear relation does not rely on the most significant 64-bit of the input. They should append 64 equations to the set problem.  Now, suppose that the input mask of the linear trail in the original set problem is symbolically represented as a 0 to a 127. The value of the bits masked with a i equals 1 should be known so that we can estimate the validity of the linear relation. Thus, to establish the connection between the affixed three rounds and the linear trail, they generate 256 equations. These equations form the third part of extra Boolean equations. We apply the specialized set problem to assess the search of linear distinguisher for GIFT COFB. In the test surface, we observe that the absolute value of the correlation for the optimal 11-round linear trail regarding GIFT 128 is 2 to the minus 31. Given the linear heart effect of GIFT 128 is relatively big, we guess that the data requirement for linear attacks with 11-round approximations may be larger than 2 to the 64. Thus, we utilize 10-round linear approximations to realize k-recovery attacks for 3ADAD. The maximum absolute value of the correlation for the 10-round linear trail is 2 to the minus 26. We find no trail satisfying the specialized set problem if the absolute value of the objective correlation for the linear trail is fixed as 2 to the minus 26 or 2 to the minus 27. When the objective correlation is set as 2 to the minus 28, about 70,000 of linear trails are returned by the set software, but none of them can be used to launch 16-round attacks. So, we lower the objective correlation of the specialized set problem to the minus 29 and discover more than 400,000 of linear trails. The distinguisher is unique when achieving the minimum number of guesses of k-beads. The ELP of the linear approximation is 2 to the minus 57.68. The data complexity of the 16-round attack is 2 to the 62.1. The total time complexity is 2 to the 122.8. The memory complexity is roughly 2 to the 47 and the success probability is about 80%. Now, we look at the linear cryptanalyses of hyena. Hyena is the instantiation of the hybrid feedback-based encryption with authentication mode of operation with the safer gift 128. The input of the encryption algorithm includes 128-bit k, 96-bit non-associated data and message. The outputs are safer text C and 128-bit tag. The ek function in the figure are referred to as the safer gift 128. The safer text generating phase explores a linear feedback function. We target the encryption functions in the message processing phase highlighted in red. There are some restrictions on the linear approximation in the linear attack. Under the non-respecting scenario, the designer claims that for a valid attack, the data requirement should be less than 2 to the 64 and the time complexity is bounded by 2 to the 128. Beyond that, hyena also creates a 64-bit unknown value data before they associate data processing phase. So, the verification of the linear relation should be irrelevant with the least significant 64-bit. To accomplish the search of linear approximation to fill these restrictions, we replace the second part of extra Boolean equation in the specialized set problem. The turnaround distinguisher is a unique one achieving the minimum number of Gauss sub-KBs. The linear correlation of the dominating trail is 2 to the minus 28 and the ELP of the linear approximation is 2 to the minus 55.36. The data complexity of the 16-round attack is 2 to the 61.51. The total time complexity is 2 to the 122. The memory complexity is roughly 2 to the 52 and the success probability is about 80%. Next, we introduce the analyze on Sunday gift. Sunday gift is a family of AEAD that explores the scheme Sunday with gift 128 as the underlying block server. The encryption algorithm takes as input of 128K associated data and message. The output of the encryption is a separate text and a tag. Unlike the case in previous two primitive, because there is no limitation as the input of the K function, they propose to attach four rounds and three rounds before and after the distinguisher. The ten-round distinguisher is a unique one achieving the minimum number of Gauss sub-KBs. The linear correlation of the dominating trail is also 2 to the minus 28 and the ELP of the linear approximation is 2 to the minus 55.36. The data complexity of the 17-round attack is 2 to the 61.51. The total time complexity is 2 to the 123.38 and the memory complexity is roughly 2 to the 49. The success probability is also about 80%. In the last part, we introduce the cryptanalytic result on GIFT 128. We intend to attach four rounds and three rounds before and after the distinguisher. All the 8,192 optimal 19-round trails with correlation 2 to the minus 59 cannot derive 26-round attacks. So we gradually reduce the objective correlation. When the objective correlation is reduced to 2 to the minus 682, we find the unique distinguisher attaining the minimum number of Gauss sub-KBs. The ELP of the linear approximation is 2 to the minus 123.11. After a careful investigation, we notice that the time complexity of the 26-round attack goes beyond 2 to the 128. Thus, we finally launch a 25-round linear attack with a newly identified 19-round linear approximation. The data complexity of the 25-round attack is 2 to the 124.75. The total time complexity is 2 to the 126.77. The memory complexity is roughly 2 to the 96, and the success probability is about 50%. Note that the success probability of the attack can be improved by repeating the entire work with a new group of plant-axe sub-attacks pairs. Now we finish all the contents in the paper and give a conclusion. In this work, firstly, we create specialized set problems for the search of linear distinguishers coordinate with the attack setting. With this method, we improve linear attacks on GIFT COFB and Sunday GIFT. We propose the first cryptanalytic result on Hyena. Also, we provide improved linear attacks on GIFT 128. That's all for the presentation. Thank you for your attention.


Hi, this is Kevin from BCH. Today, we're going to troubleshoot one of the customer's questions. And maybe you can be a detective and just walk through those stuff with me. The customer bought our Spongebob Refill Kit for $2.45 to $4.46. Basically, here's the problem. So he installed the refillable cartridge in the printer. And he put 10 mils in the black and two mils in each color. And it works at first. So did a couple cleaning cycles. And everything is fine, except I was missing one yellow. So right now, here may be two things. One thing is for the refillable cartridge, 10 mil for black is kind of a half of tank because the refillable cartridge take at least 15 to 20 mils for black. And the color, they only put a two mil for the color. And this is a little bit too little. So maybe that have something to do with didn't print a bar of yellow. Or maybe the nozzle is blocked. So here we know what to do. First thing to do is put more ink. Put it until you fall. We're talking about refillable cartridge here. And now the original cannon. Original cannon you want to put the two mils rather than five mils for color. So that's over plan A. It's make a refillable cartridge. I fill it all the way. And unclog it using the primer. And then he put the original back. And they have all colors, of course. So it's cannon cartridge. They should have all colors. And then he put refilled black, refilled cartridge back. And it stopped printing and says no ink. Now the refilled shows no ink. So what he did is he tried to hold down the stop button for five to 10 seconds. And tried it about eight to 10 different times. And nothing happened. And it said, on your block, it shows direction for a different way. With printer on, hold down stop button for five seconds. Power off printer. Hold down stop for another five seconds. Still holding the button pressed for five times. I don't remember this on our blog. So here's the problem again. Low ink, it doesn't matter. The low ink, you have to print until window pops up.  With low ink, nothing going to happen. So no matter how many times you hold down to the stop button. So this is why. So he tried about six more different times. So basically, on hold down the button, I'm powered a printer and powered it back, which is basically, you don't need to do that. We're going to, here's what we're going to do. We're going to show you one cartridge has low ink. One cartridge is depleted. Then we'll show you how to reset them. So basically, he didn't reset it. And then he started. Then he filled the cartridge and put a quarter of mils of air in each hole, which he's trying to unclog. And then, basically, he don't know what to do from now on. OK. I think we got a plan here. First thing is, we tried to mimic what he did. And we put only, then we're going to make a refillable cartridge. Then we're going to fill it up all the way, not with 10 mil and 2 mil. We will fill up the cartridge. And then we unclog it, so make sure it's working. And then we're going to print more pages and show you how to reset it. And I think that will cover all the questions here. Oh, by the way, actually, I called this customer. And here's another issue is the customer was using the wireless connection, which is not USB connection. So with the wireless, the different airs pops up. And I suspect the wireless didn't have good connection. So when you print it, it doesn't print. But for you to troubleshoot it, it's better to just use a USB connection and just make sure that it has good connection. So it can make sure you have good connection. So you don't compound with how to disable the router and just all those stuff. OK. So today, actually, I set up a wireless connection. I set up a wireless connection with, here you can see the color cartridge is steady yellow. That means it's low ink. And the black cartridge is blinking. That means it's depleted. Actually, what you need to do is actually go to the, I'll use iPhone. You can use your Samsung or Android phone. So go to your app store. And you'll search for Canon Print. So then what you do is you add a printer. And you'll register a printer. Form a wireless LAN setup. Then you manually select connection type. Then you choose a connector or connect the wireless router. In my iPhone, I go to settings and the Wi-Fi. And I need to get the printer to be able to show a Canon J wireless, what I'm doing is. OK. Some manuals are wrong. They said black. Here is what you do. The start must be steady. Then you hold down this for a few seconds. You can see the start button is stop blinking. Then you press color. Then press the network. Now you can see the network is blinking. And on the wireless, you can see this long Canon IJ177 has an unsecured network. Then we'll connect to it. The connection is successful. Then we go back to the app. So the printer will be connected to the following wireless router. So yes. And then you enter the password. Now I show up this printer. So now we go back to where we were, start setup. Two, three minutes. The first thing is I try to do alignment. We don't really want to do alignment when we do not have good cartridge. For the setup, we say now. And then test print, we just say next. We don't need to test it. And this is a setup come. OK. First we're going to do is to make two refillable cartridges. OK. We're going to use the BZX-ESFC-CB2 spongeless cartridge. The first thing to do is just cut off the black top, the sponge. Now we cut out the color one. Now we use a piece of sandpaper. Now is a good time to wash out the dried ink. You can see on the bottom. Well, steam clean a little bit. The smaller smorin' and towards the top. Don't think we have problem with the black. Black should be easy. We got a silver glue from a 99 cent store. And now the color. My glove become sticky. So I don't want to mess up with those electronic ribbons. I just add a little bit more when I see the air. There are two places you don't touch. One is here. One is here. That looks pretty good. So I'll set it here for at least half an hour. OK. Now we're all ready to address the first problem. Going to add ink to the black one. We add about a 3 quarter full. Actually, if we want, we can just go all the way. How about that? Before I put it in, I'll just give it a little bit of steaming. Just in case. OK. Now what happened is the color cartridge is blinking. And the hazard sign is blinking. That means the connection is not good for the color one. So what I will do is I'll take the color one out. Oh, that's why. I forgot to take this off and make sure it's very dry. Now you can see the color one is steady yellow. Steady yellow means the color is the ink is low. The printer think ink is low. And the black is flashing. That means the black is depleted. OK. We want the cartridge to be depleted. Let's go print out. Let's go troubleshoot the clocking issue first. I'll do a deep cleaning first. All color. And now you can see the color one has a triangle sign on it. And it says ink is running low. And the black doesn't have a triangle. That means the black is depleted. So this is actually the user's second question, is how can I reset the low ink? You cannot reset the low ink. You have to print until the ink is depleted.  So if you see you have a steady yellow light. And it says low ink. That's OK. That's absolutely normal. Just keep printing until the ink is depleted. Now we'll print that check pattern. Let's take a look. So you have OK-ish magenta and yellow. So that means the black is pretty good. The black, I will say, is like 98%, 98%, 99% of its prime condition. So what we need to do is unclog the cyan, unclog the magenta, and unclog the yellow. OK, let's do this. OK, I'm going to have a piece of paper towel ready. All I need to do is using this one included in the unit. So I'll blow like 1 ml of air into the output in all of them. You can see the air bubbles coming out. Now what happens is during the refill, we get air bubbles inside the printhead. That's why it blocks. You can see it sort of gets all three colors. And the ink is still dripping because the air I blow the end, it have a delayed effect. I blow too much air in the yellow. So we need the yellow to be set for a second. Maybe I just un-released the actual air out. Now you can see the ink can hold, the cartridge can hold the ink. That's because I put too much pressure on here. So now I put it in and do another cleaning. OK, now it looks like the cyan has a little bit of problem here. And we're going to do the same thing again for the cyan. I think you can see there may be something going on there. So I clean up the top. What I'll do is I'll just like the cyan balances pressure. So I just unplug the fuel hole and plug it back. I'm not going to blow air in it this time. I believe it is because we pressurize different chambers. Some of them have higher pressure. So what I'll do is I'll just unplug everything and plug it back. So the air is all balanced among three of those. I can see that actually the cyan is much better now. So what I'll do is I'll do one more time. I'll blow some air in it one more time. I need to stop the flowing. OK, so now it's perfect. So here's the first part. What should you do when you have straps? So basically, the user what he did is, inside of doing this, it's interesting, he didn't do this part of unclogging. So immediately he put two cannon cartridge inside. So he took the cartridge out. And he put two cannon cartridge in. He print a couple pages. And now after printing a couple pages, he put the refillable cartridge back. OK, I don't know why he need to put the original cannon in. But we just try to repeat what he did. And now the refill one is in. And then he says, both cartridges are not working. So let's try to print a page. You can see still the color one is low ink, and black one is empty. So it's depleted. And you have a pop-up window set. The ink cartridge has to be installed or replaced if the printout contains misalignment or it's not satisfactory or whatever. And here, the only thing you need to do is click OK. And here you go.  Cannon asks you if you want to print on a depleted. And it has to give you the instruction of hold down the button for five seconds. So what you'll do is just hold down the stop for five seconds with that window open to not close that window. So you hold it down. OK. So after this, OK, let's fix this low ink problem. I don't call it a problem because it doesn't have a problem. So right now, the printer believes there's a little ink in the color. So what we do is we're going to just keep printing until the printer thinks the color is gone. So we will run through maybe 100 pages. So the black is nice and blinking where they were resided. So now we only need to work on the color. Now, after maybe 20 pages and it shows support code 1688, the following ink has run out, the color cartridge, CL241. And it asks you to press the stop button. See the triangle sign and the yellow is flashing. So now we press and hold the stop. And then we'll hear a click and the printer back to work. And now both of them are flashing. So when it works, both of them should be flashing because the ink has depleted. So now you go back. You're going to see the warning sign is off for the color. So now the printer can just work forever.