arXiv subjects

Enis Golaszewski

Publications and source records attributed to Enis Golaszewski.

10 recordsLinked to original sources

arXiv2026

Verifying Provenance of Digital Media: Why the C2PA Specifications Fall Short

The rapid rise of generative AI has made it easy to create convincing fake media at scale. In response, an industrial coalition has developed the Coalition for Content Provenance and Authenticity (C2PA), a system intended to provide verifiable provenance for digital content. Our research team conducted the first comprehensive, independent security analysis of C2PA. Our study includes the first formal-methods analysis of C2PA's core protocols. We find that the current C2PA specifications fail to achieve their claimed security goals. Furthermore, they also fail to achieve key additional goals, which all such provenance systems require for trustworthy deployment. As a result, C2PA may mislead users, platforms, and policymakers if relied upon prematurely. C2PA is a promising idea, but it should not yet be relied upon for high-stakes uses such as financial disclosures, journalism, or legal evidence.

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arXiv2025

Analysis of the Security Design, Engineering, and Implementation of the SecureDNA System

We analyze security aspects of the SecureDNA system regarding its system design, engineering, and implementation. This system enables DNA synthesizers to screen order requests against a database of hazards. By applying novel cryptography, the system aims to keep order requests and the database of hazards secret. Discerning the detailed operation of the system in part from source code (Version 1.0.8), our analysis examines key management, certificate infrastructure, authentication, and rate-limiting mechanisms. We also perform the first formal-methods analysis of the mutual authentication, basic request, and exemption-handling protocols. Without breaking the cryptography, our main finding is that SecureDNA's custom mutual authentication protocol SCEP achieves only one-way authentication: the hazards database and keyservers never learn with whom they communicate. This structural weakness violates the principle of defense in depth and enables an adversary to circumvent rate limits that protect the secrecy of the hazards database, if the synthesizer connects with a malicious or corrupted keyserver or hashed database. We point out an additional structural weakness that also violates the principle of defense in depth: inadequate cryptographic bindings prevent the system from detecting if responses, within a TLS channel, from the hazards database were modified. Consequently, if a synthesizer were to reconnect with the database over the same TLS session, an adversary could replay and swap responses from the database without breaking TLS. Although the SecureDNA implementation does not allow such reconnections, it would be stronger security engineering to avoid the underlying structural weakness. We identify these vulnerabilities and suggest and verify mitigations, including adding strong bindings. Software Version 1.1.0 fixes SCEP with our proposed SCEP+ protocol.

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arXiv2025

Cryptographic Binding Should Not Be Optional: A Formal-Methods Analysis of FIDO UAF Channel Binding

As a case study in cryptographic binding, we present a formal-methods analysis of the cryptographic channel binding mechanisms in the Fast IDentity Online (FIDO) Universal Authentication Framework (UAF) authentication protocol, which seeks to reduce the use of traditional passwords in favor of authentication devices. First, we show that UAF's channel bindings fail to mitigate protocol interaction by a Dolev-Yao adversary, enabling the adversary to transfer the server's authentication challenge to alternate sessions of the protocol. As a result, in some contexts, the adversary can masquerade as a client and establish an authenticated session with a server (e.g., possibly a bank server). Second, we implement a proof-of-concept man-in-the-middle attack against eBay's open source FIDO UAF implementation. Third, we propose and formally verify improvements to UAF. The weakness we analyze is similar to the vulnerability discovered in the Needham-Schroeder protocol over 25 years ago. That this vulnerability appears in the FIDO UAF standard highlights the strong need for protocol designers to bind messages properly and to analyze their designs with formal-methods tools. To our knowledge, we are first to carry out a formal-methods analysis of channel binding in UAF and first to exhibit details of an attack on UAF that exploits the weaknesses of UAF's channel binding. Our case study illustrates the importance of cryptographically binding context to protocol messages to prevent an adversary from misusing messages out of context.

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arXiv2020

Experiences and Lessons Learned Creating and Validating Concept Inventories for Cybersecurity

We reflect on our ongoing journey in the educational Cybersecurity Assessment Tools (CATS) Project to create two concept inventories for cybersecurity. We identify key steps in this journey and important questions we faced. We explain the decisions we made and discuss the consequences of those decisions, highlighting what worked well and what might have gone better. The CATS Project is creating and validating two concept inventories---conceptual tests of understanding---that can be used to measure the effectiveness of various approaches to teaching and learning cybersecurity. The Cybersecurity Concept Inventory (CCI) is for students who have recently completed any first course in cybersecurity; the Cybersecurity Curriculum Assessment (CCA) is for students who have recently completed an undergraduate major or track in cybersecurity. Each assessment tool comprises 25 multiple-choice questions (MCQs) of various difficulties that target the same five core concepts, but the CCA assumes greater technical background. Key steps include defining project scope, identifying the core concepts, uncovering student misconceptions, creating scenarios, drafting question stems, developing distractor answer choices, generating educational materials, performing expert reviews, recruiting student subjects, organizing workshops, building community acceptance, forming a team and nurturing collaboration, adopting tools, and obtaining and using funding. Creating effective MCQs is difficult and time-consuming, and cybersecurity presents special challenges. Because cybersecurity issues are often subtle, where the adversarial model and details matter greatly, it is challenging to construct MCQs for which there is exactly one best but non-obvious answer. We hope that our experiences and lessons learned may help others create more effective concept inventories and assessments in STEM.

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arXiv2020

Formal Methods Analysis of the Secure Remote Password Protocol

We analyze the Secure Remote Password (SRP) protocol for structural weaknesses using the Cryptographic Protocol Shapes Analyzer (CPSA) in the first formal analysis of SRP (specifically, Version 3). SRP is a widely deployed Password Authenticated Key Exchange (PAKE) protocol used in 1Password, iCloud Keychain, and other products. As with many PAKE protocols, two participants use knowledge of a pre-shared password to authenticate each other and establish a session key. SRP aims to resist dictionary attacks, not store plaintext-equivalent passwords on the server, avoid patent infringement, and avoid export controls by not using encryption. Formal analysis of SRP is challenging in part because existing tools provide no simple way to reason about its use of the mathematical expression $v + g^b \mod q$. Modeling $v + g^b$ as encryption, we complete an exhaustive study of all possible execution sequences of SRP. Ignoring possible algebraic attacks, this analysis detects no major structural weakness, and in particular no leakage of any secrets. We do uncover one notable weakness of SRP, which follows from its design constraints. It is possible for a malicious server to fake an authentication session with a client, without the client's participation. This action might facilitate an escalation of privilege attack, if the client has higher privileges than does the server. We conceived of this attack before we used CPSA and confirmed it by generating corresponding execution shapes using CPSA.

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arXiv2019

Investigating Crowdsourcing to Generate Distractors for Multiple-Choice Assessments

We present and analyze results from a pilot study that explores how crowdsourcing can be used in the process of generating distractors (incorrect answer choices) in multiple-choice concept inventories (conceptual tests of understanding). To our knowledge, we are the first to propose and study this approach. Using Amazon Mechanical Turk, we collected approximately 180 open-ended responses to several question stems from the Cybersecurity Concept Inventory of the Cybersecurity Assessment Tools Project and from the Digital Logic Concept Inventory. We generated preliminary distractors by filtering responses, grouping similar responses, selecting the four most frequent groups, and refining a representative distractor for each of these groups. We analyzed our data in two ways. First, we compared the responses and resulting distractors with those from the aforementioned inventories. Second, we obtained feedback from Amazon Mechanical Turk on the resulting new draft test items (including distractors) from additional subjects. Challenges in using crowdsourcing include controlling the selection of subjects and filtering out responses that do not reflect genuine effort. Despite these challenges, our results suggest that crowdsourcing can be a very useful tool in generating effective distractors (attractive to subjects who do not understand the targeted concept). Our results also suggest that this method is faster, easier, and cheaper than is the traditional method of having one or more experts draft distractors, and building on talk-aloud interviews with subjects to uncover their misconceptions. Our results are significant because generating effective distractors is one of the most difficult steps in creating multiple-choice assessments.

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arXiv2019

The CATS Hackathon: Creating and Refining Test Items for Cybersecurity Concept Inventories

For two days in February 2018, 17 cybersecurity educators and professionals from government and industry met in a "hackathon" to refine existing draft multiple-choice test items, and to create new ones, for a Cybersecurity Concept Inventory (CCI) and Cybersecurity Curriculum Assessment (CCA) being developed as part of the Cybersecurity Assessment Tools (CATS) Project. We report on the results of the CATS Hackathon, discussing the methods we used to develop test items, highlighting the evolution of a sample test item through this process, and offering suggestions to others who may wish to organize similar hackathons. Each test item embodies a scenario, question stem, and five answer choices. During the Hackathon, participants organized into teams to (1) Generate new scenarios and question stems, (2) Extend CCI items into CCA items, and generate new answer choices for new scenarios and stems, and (3) Review and refine draft CCA test items. The CATS Project provides rigorous evidence-based instruments for assessing and evaluating educational practices; these instruments can help identify pedagogies and content that are effective in teaching cybersecurity. The CCI measures how well students understand basic concepts in cybersecurity---especially adversarial thinking---after a first course in the field. The CCA measures how well students understand core concepts after completing a full cybersecurity curriculum.

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arXiv2018

The SFS Summer Research Study at UMBC: Project-Based Learning Inspires Cybersecurity Students

May 30-June 2, 2017, Scholarship for Service (SFS) scholars at the University of Maryland, Baltimore County (UMBC) analyzed the security of a targeted aspect of the UMBC computer systems. During this hands-on study, with complete access to source code, students identified vulnerabilities, devised and implemented exploits, and suggested mitigations. As part of a pioneering program at UMBC to extend SFS scholarships to community colleges, the study helped initiate six students from two nearby community colleges, who transferred to UMBC in fall 2017 to complete their four-year degrees in computer science and information systems. The study examined the security of a set of "NetAdmin" custom scripts that enable UMBC faculty and staff to open the UMBC firewall to allow external access to machines they control for research purposes. Students discovered vulnerabilities stemming from weak architectural design, record overflow, and failure to sanitize inputs properly. For example, they implemented a record-overflow and code-injection exploit that exfiltrated the vital API key of the UMBC firewall. This report summarizes student activities and findings, and reflects on lessons learned for students, educators, and system administrators. Our students found the collaborative experience inspirational, students and educators appreciated the authentic case study, and IT administrators gained access to future employees and received free recommendations for improving the security of their systems. We hope that other universities can benefit from our motivational and educational strategy of teaming educators and system administrators to engage students in active project-based learning centering on focused questions about their university computer systems.

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arXiv2018

On the Origins and Variations of Blockchain Technologies

We explore the origins of blockchain technologies to better understand the enduring needs they address. We identify the five key elements of a blockchain, show embodiments of these elements, and examine how these elements come together to yield important properties in selected systems. To facilitate comparing the many variations of blockchains, we also describe the four crucial roles of blockchain participants common to all blockchains. Our historical exploration highlights the 1979 work of David Chaum whose vault system embodies many of the elements of blockchains.

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arXiv2017

Creating a Cybersecurity Concept Inventory: A Status Report on the CATS Project

We report on the status of our Cybersecurity Assessment Tools (CATS) project that is creating and validating a concept inventory for cybersecurity, which assesses the quality of instruction of any first course in cybersecurity. In fall 2014, we carried out a Delphi process that identified core concepts of cybersecurity. In spring 2016, we interviewed twenty-six students to uncover their understandings and misconceptions about these concepts. In fall 2016, we generated our first assessment tool--a draft Cybersecurity Concept Inventory (CCI), comprising approximately thirty multiple-choice questions. Each question targets a concept; incorrect answers are based on observed misconceptions from the interviews. This year we are validating the draft CCI using cognitive interviews, expert reviews, and psychometric testing. In this paper, we highlight our progress to date in developing the CCI. The CATS project provides infrastructure for a rigorous evidence-based improvement of cybersecurity education. The CCI permits comparisons of different instructional methods by assessing how well students learned the core concepts of the field (especially adversarial thinking), where instructional methods refer to how material is taught (e.g., lab-based, case-studies, collaborative, competitions, gaming). Specifically, the CCI is a tool that will enable researchers to scientifically quantify and measure the effect of their approaches to, and interventions in, cybersecurity education.

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