Comparison of WiMAX and ADSL Performance when Streaming Audio and Video Content

The IEEE 802.16 Worldwide Interoperability for Microwave Access (WiMAX) standard is widely used for fixed and mobile Internet access. WiMAX provides maximum data rate of 75 Mbps and high-speed Internet access to a wide range of devices used by clients over the last mile. Asymmetric Digital Subscriber Line (ADSL) is widely used to provide guaranteed service. In this paper, we compare performance of WiMAX and ADSL by streaming audio and video contents. File Transfer Protocol (FTP), Hyper Text Transfer Protocol (HTTP), and electronic mail have also been used for the comparison. We used OPNET Modeler versions 15.0 and 16.0 to evaluate packet loss, delay, delay jitter, and throughput with various design parameters to determine whether WiMAX exhibits performance comparable to ADSL

Correction: Cytochrome P450 1B1 inhibition suppresses tumorigenicity of prostate cancer via caspase-1 activation.

[This corrects the article DOI: 10.18632/oncotarget.16598.]

Effect of MRAI Timers on BGP Convergence Times

The Border Gateway Protocol (BGP) is an Inter-Autonomous System (AS) routing protocol currently used in the Internet. The Minimal Route Advertisement Interval (MRAI) plays a prominent role in convergence of the BGP. The previous studies have suggested using the adaptive MRAI and reusable timers to reduce the BGP convergence time. The adaptive MRAI timers perform well under the normal load of BGP update messages. However, a large number of BGP update messages may flood the Internet routers. In this thesis, we propose a new algorithm called MRAI with Flexible Load Dispersing (FLD-MRAI) that reduces the router\u27s overhead by dispersing the load in case of a large number of BGP update messages. We examine the MRAI timers under both the normal and heavy loads of BGP update messages. The proposed algorithm is evaluated using the ns-BGP network simulator and topologies are derived from the BCNET BGP traffic and from various topology generators

Evaluación de la tecnología de seguimiento ocular para la evaluación de estudiantes con dificultades de aprendizajemúltiples y profundas

open access articleEye-Gaze Tracking Technology (EGTT) is used most commonly as a communication tool for learners with profound and multiple learning difficulties (PMLD). This research investigates the use of EGTT as an assessment tool to provide additional evidence to confirm teacher assessment. The paper contributes to how teachers can address the barriers faced upon assessing students with PMLD through the use EGTT. Data was obtained from a sample of four students with PMLD and physical disabilities located within a special needs school. The qualitative methodology ensured a triangulation of data collection, which included analysis of learners’ heat maps, parent questionnaires and observations of teaching via video capture. It was found that the eye-tracking data provided information on individual learner’s engagement with the learning objectives, which otherwise could not have been communicated. The innovative technology provided an independent data source to inform the teacher’s assessment of the learner’s cognitive abilities. Overall EGTT enabled a more accurate method of teacher assessment of PMLD students’ abilities, giving teachers more confidence with their judgements by providing robust evidence to underpin their professional practice. Where schools want to invest in tools which deliver, this research can guide SEN leaders/schools in deciding potential investment in EGTT equipment and how to use it as an assessment tool

Understanding identity and positionality through student-staff interactions on an Education Studies undergraduate programme

Education studies’ students and staff bring many different identities with them which shape their interactions and understanding of education and professional development. Understanding identity is a fundamental stage of self-awareness, not only within the spaces of the university but also the world of work. Therefore, this chapter focuses on student-staff interactions as a way of challenging students’ socially constructed, and sanctioned, ideologies of race, gender, ethnicity and other identities. The chapter highlights the importance of positionality and critically reflecting on identity, encompassing both student and staff perspectives. This is not only important to learn about in the university classroom but also beyond, to allow students to become reflective practitioners. Identifying and reflecting on everyday interactions between students and staff will also support students in developing awareness and understanding in other aspects of their lives and future roles as critically reflective practitioners