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.

Centralized vs. Distributed Connection Management Schemes under Different Traffic Patterns in Wavelength-Convertible Optical Networks

Centralized and Distributed methods are two connection management schemes in wavelength convertible optical networks. In the earlier work, the centralized scheme is said to have lower network blocking probability than the distributed one. Hence, much of the previous work in connection management has focused on the comparison of different algorithms in only distributed scheme or in only centralized scheme. However, we believe that the network blocking probability of these two connection management schemes depends, to a great extent, on the network traffic patterns and reservation times. Our simulation results reveal that the performance improvement (in terms of blocking probability) of centralized method over distributed method is inversely proportional to the ratio of average connection interarrival time to reservation time. After that ratio increases beyond a threshold, those two connection management schemes yield almost the same blocking probability under the same network load. In this paper, we review the working procedure of distributed and centralized schemes, discuss the tradeoff between them, compare these two methods under different network traffic patterns via simulation and give our conclusion based on the simulation data.

Rerouting Schemes for Dynamic Traffic Grooming in Optical WDM Mesh Networks

Traffic grooming in optical WDM mesh networks is a two-layer routing problem to effectively pack low-rate connections onto high-rate lightpaths, which, in turn, are established on wavelength links. In this work, we employ the rerouting approach to improve the network throughput under the dynamic traffic model. We propose two rerouting schemes, rerouting at lightpath level (RRAL) and rerouting at connection level (RRAC). A qualitative comparison is made between RRAL and RRAC. We also propose the critical-wavelength-avoiding one-lightpath-limited (CWA-1L) and critical-lightpath-avoiding one-connection-limited (CLA-1C) rerouting heuristics, which are based on the two rerouting schemes respectively. Simulation results show that rerouting reduces the connection blocking probability significantly.

Monitoring the Prey-Field of Marine Predators: Combining Digital Imaging With Datalogging Tags

There is increasing interest in the diving behavior of marine mammals. However, identifying foraging among recorded dives often requires several assumptions. The simultaneous acquisition of images of the prey encountered, together with records of diving behavior will allow researchers to more fully investigate the nature of subsurface behavior. We tested a novel digital camera linked to a time-depth recorder on Antarctic fur seals (Arctocephalus gazella). During the austral summer 2000-2001, this system was deployed on six lactating female fur seals at Bird Island, South Georgia, each for a single foraging trip. The camera was triggered at depths greater than 10 m. Five deployments recorded still images (640 x 480 pixels) at 3-sec intervals (total 8,288 images), the other recorded movie images at 0.2-sec intervals (total 7,598 frames). Memory limitation (64 MB) restricted sampling to approximately 1.5 d of 5-7 d foraging trips. An average of 8.5% of still pictures (2.4%-11.6%) showed krill (Euphausia superba) distinctly, while at least half the images in each deployment were empty, the remainder containing blurred or indistinct prey. In one deployment krill images were recorded within 2.5 h (16 km, assuming 1.8 m/sec travel speed) of leaving the beach. Five of the six deployments also showed other fur seals foraging in conjunction with the study animal. This system is likely to generate exciting new avenues for interpretation of diving behavior.

Student Writing Performance: Identifying the Effects when Combining Planning and Revising Instructional Strategies

The purpose of the current study is to identify the impact of teaching students to revise their stories on writing production (Total Words Written; TWW), writing accuracy (Percent Correct Writing Sequences; %CWS), number of critical story elements included in stories, and quality of writing. Three third-grade and one fourth-grade student who were experiencing difficulties in the area of writing were involved in the study. The students were first taught to plan their stories using the evidence-based program, Self-Regulated Strategy Development (SRSD), which has frequently been implemented to teach students to plan their stories. Students were then taught to revise their stories using SRSD procedures modified for instruction in revision strategies. Student progress was evaluated through a multiple-probe design across tasks and a multiple-probe design across participants, which allowed for experimental control over time and across story probes. In addition to the previously mentioned variables, student’s acceptability of the intervention and their attitudes toward writing were also assessed. Results indicated that instruction in revising increased student writing accuracy beyond the effects of instruction in planning. Additionally, although instruction in planning was shown to increase writing production, number of critical story elements, and quality of writing, instruction in revising produced additional improvement in these variables as well. Finally, results indicated that students liked the intervention and their attitudes toward writing generally increased. Implications for practice and future research directions will be discussed. Advisor: Merilee McCurdy