Taxonomy and analysis of IP micro-mobility protocols in single and simultaneous movements scenarios

The micro-mobility is an important aspect in mobile communications, where the applications are anywhere and used anytime. One of the problems of micro-mobility is the hand-off latency. In this paper, we analyse two solutions for IP micro-mobility by means of a general taxonomy. The first one is based on the Stream Control Transmission Protocol (SCTP), which allows the dynamic address configuration of an association. The second one is based on the Session Initiation Protocol (SIP), which is the most popular protocol for multimedia communications over IP networks. We show that for the SCTP solution, there is room for further optimisations of the hand-off latency by adding slight changes to the protocol. However, as full end-to-end solution, SCTP is not able to handle simultaneous movement of hosts, whose probability in general cannot be neglected. On the other hand, the SIP can handle both single and simultaneous movements cases, although the hand-off latency can increase with respect to the SCTP solution. We show that for a correct and fast hand-off, the SIP server should be statefull

Bis(tetra­phenyl­phospho­nium) tris­[N-(methyl­sulfon­yl)dithio­carbimato(2−)-κ2 S,S′]stannate(IV)

In the title complex, (C24H20P)2[Sn(C2H3NO2S3)3], the SnIV atom is coordinated by three N-(methyl­sulfon­yl)dithio­carbimate bidentate ligands through the anionic S atoms in a slightly distorted octa­hedral coordination geometry. There is one half-mol­ecule in the asymmetric unit; the complex is located on a crystallographic twofold rotation axis passing through the cation and bis­ecting one of the (non-symmetric) ligands, which appears thus disordered over two sites of equal occupancy. In the crystal structure, weak inter­molecular C—H⋯O and C—H⋯S inter­actions contribute to the packing stabilization

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them