Dynamic Routing in Translucent WDM Optical Networks: The Intradomain Case

Translucent wavelength-division multiplexing optical networks use sparse placement of regenerators to overcome physical impairments and wavelength contention introduced by fully transparent networks, and achieve a performance close to fully opaque networks at a much less cost. In previous studies, we addressed the placement of regenerators based on static schemes, allowing for only a limited number of regenerators at fixed locations. This paper furthers those studies by proposing a dynamic resource allocation and dynamic routing scheme to operate translucent networks. This scheme is realized through dynamically sharing regeneration resources, including transmitters, receivers, and electronic interfaces, between regeneration and access functions under a multidomain hierarchical translucent network model. An intradomain routing algorithm, which takes into consideration optical-layer constraints as well as dynamic allocation of regeneration resources, is developed to address the problem of translucent dynamic routing in a single routing domain. Network performance in terms of blocking probability, resource utilization, and running times under different resource allocation and routing schemes is measured through simulation experiments.

Routing and Wavelength Assignment (RWA) with Power Considerations In All- Optical Wavelength-Routed Networks

Routing and wavelength assignment (RWA) is an important problem that arises in wavelength division multiplexed (WDM) optical networks. Previous studies have solved many variations of this problem under the assumption of perfect conditions regarding the power of a signal. In this paper, we investigate this problem while allowing for degradation of routed signals by components such as taps, multiplexers, and fiber links. We assume that optical amplifiers are preplaced. We investigate the problem of routing the maximum number of connections while maintaining proper power levels. The problem is formulated as a mixed-integer nonlinear program and two-phase hybrid solution approaches employing two different heuristics are developed

Routing Algorithms for All-Optical Networks with Power Considerations: The Unicast Case

In this paper, we investigate the problem of routing connections in all-optical networks while allowing for degradation of routed signals by different optical components. To overcome the complexity of the problem, we divide it into two parts. First, we solve the pure RWA problem using fixed routes for every connection. Second, power assignment is accomplished by either using the smallest-gain first (SGF) heuristic or using a genetic algorithm. Numerical examples on a wide variety of networks show that (a) the number of connections established without considering the signal attenuation was most of the time greater than that achievable considering attenuation and (b) the genetic solution quality was much better than that of SGF, especially when the conflict graph of the connections generated by the linear solver is denser.

Survivable Virtual Topology Routing under Shared Risk Link Groups in WDM Networks

Network survivability is one of the most important issues in the design of optical WDM networks. In this work we study the problem of survivable routing of a virtual topology on a physical topology with Shared Risk Link Groups (SRLG). The survivable virtual topology routing problem against single-link failures in the physical topology is proved to be NP-complete in [1]. We prove that survivable virtual topology routing problem against SRLG/node failures is also NP-complete. We present an improved integer linear programming (ILP) formulation (in comparison to [1]) for computing the survivable routing under SRLG/node failures. Using an ILP solver, we computed the survivable virtual topology routing against link and SRLG failures for small and medium sized networks efficiently. As even our improved ILP formulation becomes intractable for large networks, we present a congestion-based heuristic and a tabu search heuristic (which uses the congestion-based heuristic solution as the initial solution) for computing survivable routing of a virtual topology. Our experimental results show that tabu search heuristic coupled with the congestion based heuristic (used as initial solution) provides fast and near-optimal solutions.

Dynamic Routing in Translucent WDM Optical Networks

Translucent WDM optical networks use sparse placement of regenerators to overcome the impairments and wavelength contention introduced by fully transparent networks, and achieve a performance close to fully opaque networks with much less cost. Our previous study proved the feasibility of translucent networks using sparse regeneration technique. We addressed the placement of regenerators based on static schemes allowing only fixed number of regenerators at fixed locations. This paper furthers the study by proposing a suite of dynamical routing schemes. Dynamic allocation, advertisement and discovery of regeneration resources are proposed to support sharing transmitters and receivers between regeneration and access functions. This study follows the current trend in optical networking industry by utilizing extension of IP control protocols. Dynamic routing algorithms, aware of current regeneration resources and link states, are designed to smartly route the connection requests under quality constraints. A hierarchical network model, supported by the MPLS-based control plane, is also proposed to provide scalability. Experiments show that network performance is improved without placement of extra regenerators.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

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.

An Uphill Battle: Incorporating cooperative learning using a largely individualized curriculum

In this action research study of my classroom of 8th grade mathematics, I investigated if cooperative learning could be an effective teaching method with the Saxon curriculum. Saxon curriculum is largely individualized in that most lessons could be completed without much group interaction. I discovered that cooperative learning was very successful with the curriculum as long as it was structured. Ninety-five percent of the students in the study preferred to work in groups, and I observed mathematical communication grow with most of the students. As a result of this research, I plan to continue to incorporate cooperative learning into my mathematics classroom. I will use cooperative learning with all of my mathematics classes, even the ones that do not use the Saxon curriculum. I believe in the power of working together.

Using Cooperative Learning In A Sixth Grade Math Classroom

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of cooperative learning on the engagement, participation, and attitudes of my students. I also investigated the impact of cooperative learning upon my own teaching. I discovered that my students not only preferred to learn in cooperative groups, but that their levels of engagement and participation, their attitudes toward math, and their quality of work all improved greatly. My teaching also changed, and I found that I began to enjoy teaching more. As a result of this research, I plan to continue and expand the amount of cooperative group work that happens in my classroom.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

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.

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

Nebraska Cooperative Council 56th Annual Meeting

What a pleasure it is to be with you this morning - thank you for inviting me. I am looking forward to visiting with as many of you as possible while I am here today, and hope to have the opportunity to visit with you more as we meet again at other times and other places. One of the things I am always interested in knowing is what you perceive as Nebraska's greatest needs, now and in the future, and which of those Needs you think the University of Nebraska Institute of Agriculture and Natural Resources can most efficiently and effectively address for our state. In the Institute we see ourselves as partners with Nebraska, and we seek ways we can work with Nebraska's residents to find the best solutions for our state's concerns.

University of Nebraska Cooperative Extension 2004 Fall Conference

I thought about beginning my time with you this afternoon by asking each of you to turn to the person on your left, shake that person's hand, and say congratulations and thank you. Then I was going to ask you to turn to the person on your right, shake hands, and say congratulations and thank you.