Multidomain Optical Networks: Issues and Challenges

Today, many leading organizations are undertaking extensive research on a very broad range of new and evolving optical networking technologies. These efforts carry particular significance, especially in light of the “postbubble” dynamics of the optical networking market and have led to the investigation of various cost-efficient optical technologies. Today’s telecom carriers operate several independent optical domains based on diverse technologies, control solutions, standards, and protocols, making interdomain and intercarrier interworking extremely difficult. Standardized interworking across diverse multigranularity network interfaces, and interoperability across disparate vendor equipments and carrier domains are crucial to provisioning end-to-end services and achieving cost-efficient network operation. Needless to say, having an interoperable and standard control plane across multidomain optical networks can benefit carriers through the availability of a wide selection of network elements, platforms, and multiple vendor solutions resulting in faster deployment and reduced CAPEX and OPEX charges.

Estimating abundance of killer whales in the nearshore waters of the Gulf of Alaska and Aleutian Islands using line-transect sampling

Killer whale (Orcinus orca Linnaeus, 1758) abundance in the North Pacific is known only for a few populations for which extensive longitudinal data are available, with little quantitative data from more remote regions. Line-transect ship surveys were conducted in July and August of 2001–2003 in coastal waters of the western Gulf of Alaska and the Aleutian Islands. Conventional and Multiple Covariate Distance Sampling methods were used to estimate the abundance of different killer whale ecotypes, which were distinguished based upon morphological and genetic data. Abundance was calculated separately for two data sets that differed in the method by which killer whale group size data were obtained. Initial group size (IGS) data corresponded to estimates of group size at the time of first sighting, and post-encounter group size (PEGS) corresponded to estimates made after closely approaching sighted groups.

Potential Attractants for Detecting and Removing Invading Gambian Giant Pouched Rats (Cricetomys gambianus)

BACKGROUND: Native to Africa, Gambian giant pouched rats (Gambian rats; Cricetomys gambianus Waterh.) are a threatening invasive species on a Florida island, Grassy Key. Gambian giant pouched rats shifted from a domestic pet to invading species after suspected release from a pet breeder. Because of the large size of Gambian rats (weighing up to 2.8 kg), they pose a serious threat to native species (particularly nesting species) and agricultural crops, especially if Gambian rats invade mainland Florida. Also, Gambian rats pose a threat from disease, as they were implicated in a monkeypox outbreak in the mid-western United States in 2003. The United States Department of Agriculture’s Wildlife Services has initiated eradication and detection efforts in the Florida Keys, but trapping the sparse population of Gambian rats has proven difficult. RESULTS: Fifteen attractants that could be used in traps for capturing or detecting single or paired Gambian rats were tested. It was found that conspecific scents (i.e. feces and urine) from other Gambian rats were the best treatment for attracting single and paired Gambian rats. Single Gambian rats explored more attractant types than paired Gambian rats. CONCLUSIONS: Effective attractants for use with Gambian rats have been identified, and multiple attractant types should be used to capture or detect the sparse population. It is recommended that mainly urine and feces from Gambian rats be used, but peanut butter, anise, ginger and fatty acid scent could also be useful for attracting the currently small population of Gambian rats on Grassy Key.

Linkage & Selective Mapping and QTL Analysis in a Harosoy x Clark population of 300 RILs

Four of the 12 major Glycine max ancestors of all modern elite U.S.A. soybean cultivars were the grandparents of Harosoy and Clark, so a Harosoy x Clark population would include some of that genetic diversity. A mating of eight Harosoy and eight Clark plants generated eight F1 plants. The eight F1:2 families were advanced via a plant-to-row selfing method to produce 300 F6-derived RILs that were genotyped with 266 SSR, 481 SNP, and 4 classical markers. SNPs were genotyped with the Illumina 1536-SNP assay. Three linkage maps, SSR, SNP, and SSR-SNP, were constructed with a genotyping error of < 1 %. Each map was compared with the published soybean consensus map. The best subset of 94 RILs for a high-resolution framework (joint) map was selected based on the expected bin length statistic computed with MapPop. The QTLs of seven traits measured in a 2-year replicated performance trial of the 300 RILs were identified using composite interval mapping (CIM) and multiple-interval mapping (MIM). QTL x Year effects in multiple trait analysis were compared with results of multiple-interval mapping. QTL x QTL effects were identified in MIM.

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.