Survivable Lightpath Provisioning in WDM Mesh Networks Under Shared Path Protection and Signal Quality Constraints

This paper addresses the problem of survivable lightpath provisioning in wavelength-division-multiplexing (WDM) mesh networks, taking into consideration optical-layer protection and some realistic optical signal quality constraints. The investigated networks use sparsely placed optical–electrical–optical (O/E/O) modules for regeneration and wavelength conversion. Given a fixed network topology with a number of sparsely placed O/E/O modules and a set of connection requests, a pair of link-disjoint lightpaths is established for each connection. Due to physical impairments and wavelength continuity, both the working and protection lightpaths need to be regenerated at some intermediate nodes to overcome signal quality degradation and wavelength contention. In the present paper, resource-efficient provisioning solutions are achieved with the objective of maximizing resource sharing. The authors propose a resource-sharing scheme that supports three kinds of resource-sharing scenarios, including a conventional wavelength-link sharing scenario, which shares wavelength links between protection lightpaths, and two new scenarios, which share O/E/O modules between protection lightpaths and between working and protection lightpaths. An integer linear programming (ILP)-based solution approach is used to find optimal solutions. The authors also propose a local optimization heuristic approach and a tabu search heuristic approach to solve this problem for real-world, large mesh networks. Numerical results show that our solution approaches work well under a variety of network settings and achieves a high level of resource-sharing rates (over 60% for O/E/O modules and over 30% for wavelength links), which translate into great savings in network costs.

Elimination of All-Optical Cycles in Wavelength-Routed Optical Networks

A transparent (wide-area) wavelength-routed optical network may be constructed by using wavelength cross-connect switches connected together by fiber to form an arbitrary mesh structure. The network is accessed through electronic stations that are attached to some of these cross-connects. These wavelength cross-connect switches have the property that they may configure themselves into unspecified states. Each input port of a switch is always connected to some output port of the switch whether or not such a connection is required for the purpose of information transfer. Due to the presence of these unspecified states, there exists the possibility of setting up unintended alloptical cycles in the network (viz., a loop with no terminating electronics in it). If such a cycle contains amplifiers [e.g., Erbium- Doped Fiber Amplifiers (EDFA’s)], there exists the possibility that the net loop gain is greater than the net loop loss. The amplified spontaneous emission (ASE) noise from amplifiers can build up in such a feedback loop to saturate the amplifiers and result in oscillations of the ASE noise in the loop. Such all-optical cycles as defined above (and hereafter referred to as “white” cycles) must be eliminated from an optical network in order for the network to perform any useful operation. Furthermore, for the realistic case in which the wavelength cross-connects result in signal crosstalk, there is a possibility of having closed cycles with oscillating crosstalk signals. We examine algorithms that set up new transparent optical connections upon request while avoiding the creation of such cycles in the network. These algorithms attempt to find a route for a connection and then (in a post-processing fashion) configure switches such that white cycles that might get created would automatically get eliminated. In addition, our call-set-up algorithms can avoid the possibility of crosstalk cycles.

Using Descriptive Feedback In a Sixth Grade Mathematics Classroom

In this action research of my 6th grade math class, I investigated whether or not my students would improve their ability to reflect on their learning process when they received descriptive feedback from a peer. I discovered the process of giving and receiving feedback was challenging for the students to initially learn, but eventually using the feedback was highly beneficial. Descriptive feedback allowed the students to learn and understand their mistakes immediately, which in turn improved their learning. In my action research, I also began to discover more ways to implement descriptive feedback in my instruction so it could be more effectively for the students and efficiently so there would be less time taken out from instruction. As a result of this research, I plan to continue having students provide and receive descriptive feedback and to find more evidence of how descriptive feedback could influence student achievement.

Improving the Effectiveness of Independent Practice with Corrective Feedback

In this action research study of my 8th grade Algebra class, I investigated the effects of teacher-to-student written corrective feedback on student performance and attitude toward mathematics. The corrective feedback was given on solutions for selected independent practice problems assigned as homework. Each problem being assessed was given a score based on a 3- point rubric and additional comments were written. I discovered that providing teacher-to-student written corrective feedback for independent practice problems was beneficial for both students and teachers. The feedback positively affected the attitudes of students and teacher toward independent practice work resulting in an improved quality of solutions produced by students. I plan to extend my research to explore ways to provide corrective feedback to students in all of my mathematics classes.

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE

A Qualitative Analysis of Youth Feedback of Nutrition School Enrichment Kits in Lincoln, NE Richard A. Losey, M.S. University of Nebraska, 2010 Advisor: Wanda M. Koszewski The qualitative analysis of the responses given by students participating in classrooms that used the Nutrition Education Program‟s (NEP) school enrichment kits was the primary focus of this research. Data was collected from the participants in written form. Three major themes appeared during analysis of the data, healthy eating habits, cleanliness and change. The theme of healthy eating habits is comprised of the following sub-themes: breakfast, nutrients, label reading, Food Guide Pyramid/MyPyramid and healthy snacks. Cleanliness is comprised of hand washing and food safety sub-themes. The change theme is made up of change in healthy eating habits, change in cleanliness and change in both healthy eating habits and cleanliness. The data suggests that participating students have made or intend to make changes regarding healthy eating habits and cleanliness, which is the goal of nutrition education. The students‟ responses indicate that the NEP school enrichment kits are effective in increasing the knowledge of students and promoting healthy lifestyle changes.

"IF YOU BUILD THEM UP, THEY WILL STAY": THE ROLE OF RECOGNITION AND FEEDBACK ON STUDENT RETENTION

While such stratagems are certainly well founded, and have achieved varying degrees of success, it may be that a more fundamentally vital area of examination is being largely overlooked, namely the impact of the high school experience.