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.

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.

Collaboration as a Foundation for the Project Approach in Family Child Care

Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.

A load-balancing spare capacity reallocation approach in service-rich SONET metro mesh networks

The next-generation SONET metro network is evolving into a service-rich infrastructure. At the edge of such a network, multi-service provisioning platforms (MSPPs) provide efficient data mapping enabled by Generic Framing Procedure (GFP) and Virtual Concatenation (VC). The core of the network tends to be a meshed architecture equipped with Multi-Service Switches (MSSs). In the context of these emerging technologies, we propose a load-balancing spare capacity reallocation approach to improve network utilization in the next-generation SONET metro networks. Using our approach, carriers can postpone network upgrades, resulting in increased revenue with reduced capital expenditures (CAPEX). For the first time, we consider the spare capacity reallocation problem from a capacity upgrade and network planning perspective. Our approach can operate in the context of shared-path protection (with backup multiplexing) because it reallocates spare capacity without disrupting working services. Unlike previous spare capacity reallocation approaches which aim at minimizing total spare capacity, our load-balancing approach minimizes the network load vector (NLV), which is a novel metric that reflects the network load distribution. Because NLV takes into consideration both uniform and non-uniform link capacity distribution, our approach can benefit both uniform and non-uniform networks. We develop a greedy loadbalancing spare capacity reallocation (GLB-SCR) heuristic algorithm to implement this approach. Our experimental results show that GLB-SCR outperforms a previously proposed algorithm (SSR) in terms of established connection capacity and total network capacity in both uniform and non-uniform networks.

A Load-Balancing Shared-Protection-Path Reconfiguration Approach in WDM Wavelength-Routed Networks

Wavelength-routed networks (WRN) are very promising candidates for next-generation Internet and telecommunication backbones. In such a network, optical-layer protection is of paramount importance due to the risk of losing large amounts of data under a failure. To protect the network against this risk, service providers usually provide a pair of risk-independent working and protection paths for each optical connection. However, the investment made for the optical-layer protection increases network cost. To reduce the capital expenditure, service providers need to efficiently utilize their network resources. Among all the existing approaches, shared-path protection has proven to be practical and cost-efficient [1]. In shared-path protection, several protection paths can share a wavelength on a fiber link if their working paths are risk-independent. In real-world networks, provisioning is usually implemented without the knowledge of future network resource utilization status. As the network changes with the addition and deletion of connections, the network utilization will become sub-optimal. Reconfiguration, which is referred to as the method of re-provisioning the existing connections, is an attractive solution to fill in the gap between the current network utilization and its optimal value [2]. In this paper, we propose a new shared-protection-path reconfiguration approach. Unlike some of previous reconfiguration approaches that alter the working paths, our approach only changes protection paths, and hence does not interfere with the ongoing services on the working paths, and is therefore risk-free. Previous studies have verified the benefits arising from the reconfiguration of existing connections [2] [3] [4]. Most of them are aimed at minimizing the total used wavelength-links or ports. However, this objective does not directly relate to cost saving because minimizing the total network resource consumption does not necessarily maximize the capability of accommodating future connections. As a result, service providers may still need to pay for early network upgrades. Alternatively, our proposed shared-protection-path reconfiguration approach is based on a load-balancing objective, which minimizes the network load distribution vector (LDV, see Section 2). This new objective is designed to postpone network upgrades, thus bringing extra cost savings to service providers. In other words, by using the new objective, service providers can establish as many connections as possible before network upgrades, resulting in increased revenue. We develop a heuristic load-balancing (LB) reconfiguration approach based on this new objective and compare its performance with an approach previously introduced in [2] and [4], whose objective is minimizing the total network resource consumption.

Availability and Use of Audiovisual and Electronic Resources by Distance Learning Students in Nigerian Universities: a Case Study of National Open University of Nigeria (NOUN), Ibadan Study Centre

This study investigated the availability and use of audiovisual and electronic resources by distance learning students at the National Open University of Nigeria (NOUN). A questionnaire was administered tothe distance learning students selected across the various departments of the NOUN. The findings revealed that even though NOUN made provision for audiovisual and electronic resources for students' use, a majority of the audiovisual and electronic resources are available through personal provision by the students.The study also revealed regular use of audiovisual and electronic resources by the distance learning students. Constraints on use include poor power supply, poor infrastructure, lack of adequate skill, and high cost of access.