Same-Destination-Intermediate Grouping vs. End-to-End Grouping for Waveband Switching in WDM Mesh Networks

We investigate waveband switching (WBS) with different grouping strategies in wavelength-division multiplexing (WDM) mesh networks. End-to-end waveband switching (ETEWBS) and same-destination-intermediate waveband switching (SD-IT-WBS) are analyzed and compared in terms of blocking probability and cost savings. First, an analytical model for ETEWBS is proposed to determine the network blocking probability in a mesh network. For SD-IT-WBS, a simple waveband switching algorithm is presented. An analytical model to determine the network blocking probability is proposed for SD-IT-WBS based on the algorithm. The analytical results are validated by comparing with simulation results. Both results match well and show that ETE-WBS slightly outperforms SD-IT-WBS in terms of blocking probability. On the other hand, simulation results show that SD-IT-WBS outperforms ETE-WBS in terms of cost savings.

Discontinuous Waveband Switching in WDM Optical Networks

Routing techniques used in wavelength routed optical networks (WRN) do not give an efficient solution with Waveband routed optical networks (WBN) as the objective of routing in WRN is to reduce the blocking probability and that in WBN is to reduce the number of switching ports. Routing in WBN can be divided two parts, finding the route and grouping the wavelength assigned into that route with some existing wavelengths/wavebands. In this paper, we propose a heuristic for waveband routing, which uses a new grouping strategy called discontinuous waveband grouping to group the wavelengths into a waveband. The main objective of our algorithm is to decrease the total number of ports required and reduce the blocking probability of the network. The performance of the heuristic is analyzed using simulation on a WBN with non-uniform wavebands.

A Graph Model for DynamicWaveband Switching in WDM Mesh Networks

We investigate the problem of waveband switching (WBS) in a wavelength-division multiplexing (WDM) mesh network with dynamic traffic requests. To solve the WBS problem in a homogeneous dynamic WBS network, where every node is a multi-granular optical cross-connect (MG-OXC), we construct an auxiliary graph. Based on the auxiliary graph, we develop two heuristic on-line WBS algorithms with different grouping policies, namely the wavelength-first WBS algorithm based on the auxiliary graph (WFAUG) and the waveband-first WBS algorithm based on the auxiliary graph (BFAUG). Our results show that the WFAUG algorithm outperforms the BFAUG algorithm.

Group Rekeying Schemes for Secure Group Communication in Wireless Sensor Networks

Wireless sensor networks are promising solutions for many applications. However, wireless sensor nodes suffer from many constraints such as low computation capability, small memory, limited energy resources, and so on. Grouping is an important technique to localize computation and reduce communication overhead in wireless sensor networks. In this paper, we use grouping to refer to the process of combining a set of sensor nodes with similar properties. We propose two centralized group rekeying (CGK) schemes for secure group communication in sensor networks. The lifetime of a group is divided into three phases, i.e., group formation, group maintenance, and group dissolution. We demonstrate how to set up the group and establish the group key in each phase. Our analysis shows that the proposed two schemes are computationally efficient and secure.

Writing in the Mathematics Classroom: Does It Have an Effect on Students’ Mathematical Reasoning?

In this action research study of my classroom of 5th grade mathematics, I investigate how to improve students’ written explanations to and reasoning of math problems. For this, I look at journal writing, dialogue, and collaborative grouping and its effects on students’ conceptual understanding of the mathematics. In particular, I look at its effects on students’ written explanations to various math problems throughout the semester. Throughout the study students worked on math problems in cooperative groups and then shared their solutions with classmates. Along with this I focus on the dialogue that occurred during these interactions and whether and how it moved students to a deeper level of conceptual understanding. Students also wrote responses about their learning in a weekly math journal. The purpose of this journal is two-fold. One is to have students write out their ideas. Second, is for me to provide the students with feedback on their responses. My research reveals that the integration of collaborative grouping, journaling, and active dialogue between students and teacher helps students develop a deeper understanding of mathematics concepts as well as an increase in their confidence as problem solvers. The use of journaling, dialogue, and collaborative grouping reveals themselves as promising learning tasks that can be integrated in a mathematics curriculum that seeks to cultivate students’ thinking and reasoning.

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Genetic Mapping of Quantitative Trait Loci Associated with Bioenergy Traits, and The Assessment of Genetic Variability in Sweet Sorghum (Sorghum bicolor (L.). Moench)

Sweet sorghum, a botanical variety of sorghum is a potential source of bioenergy because high sugar levels accumulate in its stalks. The objectives of this study were to explore the global diversity of sweet sorghum germplasm, and map the genomic regions that are associated with bioenergy traits. In assessing diversity, 142 sweet sorghum accessions were evaluated with three marker types (SSR, SRAP, and morphological markers) to determine the degree of relatedness among the accessions. The traits measured (anthesis date [AD], plant height [PH], biomass yield [BY], and moisture content [MC]) were all significantly different (P<0.05) among accessions. Morphological marker clustered the accessions into five groups based on PH, MC and AD. The three traits accounted for 92.5% of the variation. There were four and five groups based on SRAP and SSR data respectively classifying accessions mainly on their origin or breeding history. The observed difference between SSR and SRAP based clusters could be attributed to the difference in marker type. SSRs amplify any region of the genome whereas SRAP amplify the open reading frames and promoter regions. Comparing the three marker-type clusters, the markers complimented each other in grouping accessions and would be valuable in assisting breeders to select appropriate lines for crossing. In evaluating QTLs that are associated with bioenergy traits, 165 recombinant inbred lines (RILs) were planted at four environments in Nebraska. A genetic linkage map constructed spanned a length of 1541.3 cM, and generated 18 linkage groups that aligned to the 10 sorghum chromosomes. Fourteen QTLs (6 for brix, 3 for BY, 2 each for AD and MC, and 1 for PH) were mapped. QTLs for the traits that were significantly correlated, colocalized in two clusters on linkage group Sbi01b. Both parents contributed beneficial alleles for most of traits measured, supporting the transgressive segregation in this population. Additional work is needed on exploiting the usefulness of chromosome 1 in breeding sorghum for bioenergy.