Throughput and fairness of multiple TCP connections in wireless networks

TCP suffers from poor throughput performance in wireless networks. Furthermore, when multiple TCP connections compete at the base station, link errors and congestion lead to serious unfairness among the connections. Although the issue of TCP performance in wireless networks has attracted significant attention, most reports focus only on TCP throughput and assume that there is only a single connection in a congestion-free network. This paper studies the throughput and fairness of popular improvement mechanisms (the Snoop [8] and ELN [5]) and TCP variants with multiple TCP connections. Simulation results show that the improvement mechanisms under investigation are effective to improve TCP throughput in a wireless network. However, they cannot provide fairness among multiple TCP connections. From the studies presented, it is concluded that mechanisms to enhance TCP fairness are needed in wireless network

A closed-form solution to the inverse problem in interpolation by a Bézier-spline curve

A geometric construction of a Bézier curve is presented by a unifiable way from the mentioned literature with some modification. A closed-form solution to the inverse problem in cubic Bézier-spline interpolation will be obtained. Calculations in the given examples are performed by a Maple procedure using this solution

THE IMPACT OF USING INFOGRAPHICS TO TEACH GRAMMAR ON EFL STUDENTS’ LEARNING MOTIVATION

Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. Article visualizations