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On Android, existing security procedures require apps to request permissions for access to sensitive resources.

Only when the user approves the requested permissions will the app be installed.

However, permissions are an incomplete security mechanism.

In addition to a user's limited understanding of permissions, the mechanism does not account for the possibility that

On Android, existing security procedures require apps to request permissions for access to sensitive resources.

Only when the user approves the requested permissions will the app be installed.

However, permissions are an incomplete security mechanism.

In addition to a user's limited understanding of permissions, the mechanism does not account for the possibility that different permissions used together have the ability to be more dangerous than any single permission alone.

Even if users did understand the nature of an app's requested permissions, this mechanism is still not enough to guarantee that a user's information is protected.

Applications can potentially send or receive sensitive information from other applications without the required permissions by using intents.

In other words, applications can potentially collaborate in ways unforeseen by the user, even if the user understands the permissions of each app independently.

In this thesis, we present several graph-based approaches to address these issues.

We determine the permissions of an app and generate scores based on our assigned value of certain resources.

We analyze these scores overall, as well as in the context of the app's category as determined by Google Play.

We show that these scores can be used to identify overzealous apps, as well as apps that do not properly fit within their category.

We analyze potential interactions between different applications using intents, and identify several promiscuous apps with low permission scores, showing that permissions alone are not sufficient to evaluate the security risks of an app.

Our analyses can form the basis of a system to assist users in identifying apps that can potentially compromise user privacy.
ContributorsGibson, Aaron (Author) / Bazzi, Rida (Thesis advisor) / Ahn, Gail-Joon (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2015
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DescriptionThe goal of this study is to equip administrators and instructors with a deeper understanding of the apparent cheating problem in Computer Science courses, with proposed solutions to lower academic dishonesty from the students’ perspective.
ContributorsAl Yasari, Farah (Co-author) / Alyasari, Farah (Co-author) / Tadayon-Navabi, Farideh (Thesis director) / Bazzi, Rida (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Description
Academic integrity among college students continues to be a problem at colleges and universities. This is particularly important for journalism students where ethical issues in the profession are critical, especially in an era of “fake news” and distrust in the media. While most journalism students study professional ethics, they do

Academic integrity among college students continues to be a problem at colleges and universities. This is particularly important for journalism students where ethical issues in the profession are critical, especially in an era of “fake news” and distrust in the media. While most journalism students study professional ethics, they do not necessarily make the connection between their future careers and their academic career. In fact, at Western Washington University (Western) a recent exploration into academic dishonesty revealed that violations were increasing, and that journalism was one of the top three majors where violations occurred (based on percent of majors). To address this problem of practice, an online academic integrity resource – specific to journalism – was developed to see whether it could increase students’ knowledge as it relates to academic integrity and decrease violations. The mixed methods action research (MMAR) study took place during summer and fall quarter at Western Washington University, a state university located in Bellingham, Washington. Participants included students who were pre-majors, majors, and minors in the three tracks of journalism: news-editorial, public relations, and visual journalism. They were given multiple opportunities to self-enroll in the Resource for Ethical Academic Development (READ) Canvas course for academic integrity. Self-efficacy theory and social learning theory provided a framework for the study. Data was collected through pre- and post-innovation surveys as well as qualitative interviews. Quantitative results suggest that there is work yet to do in order to educate students about academic integrity and potential consequences of behavior. Qualitative results suggest that one avenue may be through an online resource that provides concise and comprehensive information, models behavior relevant to the student’s own discipline, and is easily accessible. It also suggests that a culture change from a systemic emphasis on grades to a focus on growth and individual learning may be beneficial.
ContributorsKeller, Jennifer Margaret (Author) / Henriksen, Danah (Thesis advisor) / Silcock, Bill (Committee member) / VanderStaay, Steven (Committee member) / Arizona State University (Publisher)
Created2021