Abstract To control an un-swept flying wing is problematic in some ways. One of the problems is that when the wing experiences a disturbance in yaw, it does not, since it has no tail, generate any torque in the opposite direction as a plane with a vertical stabilizer does. This thesis is foremost aimed at exploring one particular solution to this problem. One approach to this problem is to place the motors out on the wing and differentiate the thrust, to achieve the same torque as splitted elevons or a vertical stabilizer does. This is what NASA used on the flying unmanned wing HELIOS. Reducing the thrust on the right set of engines, and increasing the thrust on the left side can mean that the combined thrust is unchanged. And thus more fuel efficient, and increases endurance. This project’s main goal has been to construct a half scale model of the school project flying wing Solaris, and to configure a control system for the differentiated thrust as used on Helios. Thereafter conduct flight testing and evaluate the controllability of the wing in a number of flight conditions, this to get a sense of the wings characteristics and which parameters one should adjust to get the best controllability as possible. After numerous adjustments and test flights it was concluded that it is possible to construct and fly a wing in this configuration, with relatively simple means, with satisfactory results. That the torsional rigidity has great influence on the controllability were evident after the test flights. After redistribution of the components on the wing the conclusion could be made that the dihedral could be held within the structural limit of the wing. The results of this thesis will contribute to the project Solaris at Mälardalens University in Västerås, Sweden. The project was carried out at Mälardalens University. The test flights were conducted at the former Air Force base F-15 Flygstaden and Mohed in Söderhamn, Hälsingland. / Solaris

ABSTRACT The tourism and technology have the highest potential among all the industries for the 21st century. The tourism (services) industry is an industry without chimney which can replace the traditional industry. The city and county governments of Taiwan are using ¡§City marketing¡¨ to promote the tourism by combining the tourism resources and city activities in order to establish the ¡§city image / brand¡¨ and create the brand value. A strong brand value can accumulate reputation and loyalty for the city services by the confirmation of consumers. This paper will study the cultural city ¡§Tainan¡¨ which is developed earliest in Taiwan. With abundant historic relics, Tainan don¡¦t have unique advantages when comparing with Yilan county of northern Taiwan and Pingtung county of southern Taiwan. This study, The Strategy of Tourism Marketing for Tainan, will analyze (a) the tourism and city activities of Tainan, (b) the tourism of Taiwan, (c) the foreign visitor statistics, (d) the successful cases of domestic and foreign promotions in order to investigate the hobbies of touring and visitors. This study will adopt ¡§city marketing¡¨, ¡§bench marketing¡¨, and ¡§ basic theory of SWOT¡¨. For the ¡§city marketing¡¨, we will promote Tainan as a product. The advantages of ¡§bench marketing¡¨ are the learning of the outstanding strategy or process from the other business of tourism marketing which can verify the self executing conditions and the problems. The ¡§ basic theory of SWOT¡¨ can analyze the existing resources of Tainan and understand the ¡§Strengths/Opportunities¡¨ and ¡§Weaknesses/Threats¡¨ in order to verify the target and self-position. A 4P strategy will be set for the ¡§differentiated marketing¡¨ of the target strategy. Keywords: City marketing, Bench marketing, Differentiated marketing, SWOT

Differentiated services (Diffserv) is a scalable architecture and is proposed to provide QoS guarantee services in the current best effort network environment. In this thesis, we will introduce the Diffserv model and the Diffserv router components in detail. Related works proposed by researchers to improve the performance of the Diffserv networks are categorized and discussed. Common challenges in the Diffserv networks are pointed out. Then a weighted fair share algorithm is proposed to solve these challenges.

Differentiated instruction (DI) research has shown many benefits of implementing instructional practices within an inclusive classroom. However, many teachers do not utilize this instructional practice regularly. An instrumental qualitative case study design that included teachers from one middle school in a rural school district in a southeastern state was used in this study to explore rural middle school teachers' experiences with incorporating the components of DI to support special education students in an inclusion classroom. The challenges faced when incorporating DI were also examined. Tomlinson's model of differentiated instruction framed this study, as it explores the need for teachers to provide responsive instruction to meet the needs of each of their students, regardless of a student's ability. A purposeful sample of 10 middle school teachers' Grades 6–8 from various content areas participated in an interview, an instructional observation, and submitted documents for review. Inductive analysis was used to analyze data of teacher use of DI components, and hand-coding was used to identify emerging thematic relationships and patterns. When asked about incorporating the components of DI to support special education students within an inclusion-based classroom, participants revealed concerns with class size, lack of resources, knowledge/preparation, and professional development. Based on the results, a 3 full day program was created as a project to incorporate DI into improve middle school inclusion-based classrooms for all content teachers. The program may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes providing support to increase academic success for special education students.

Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of social constructivism and differentiated instruction, the purpose of this study was to investigate second grade teachers' perspectives about using differentiated literacy instruction and the effect of their teaching experience and participation in professional development on those perspectives. Data for this nonexperimental, causal-comparative study were collected from 93 second grade teachers via an anonymous, online survey and were analyzed using ANOVA and t tests. No significant differences in perspectives were found among teachers based on years of experience nor participation in professional development tailored to instructing English language learners or gifted and talented students. However, teachers who took part in Response to Intervention professional development were more positive about using differentiated literacy instruction. Based on these findings, a professional development series was designed to provide second grade teachers with specific differentiated instruction strategies to raise all students' reading achievement. Teachers' effective application of differentiated literacy instruction strategies in the classroom at this study site will contribute to positive social change by providing educational opportunities for all students to learn to read. As students succeed in reading, they will succeed in the upper grades, in secondary school, and beyond.

Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-2012 academic year to the 2012-2013 academic year for eighth-grade students who received differentiated instruction compared with those who received direct instruction. Using Vygotsky's constructivist learning theory as the framework, this study was built on existing research regarding adolescence and literacy, cooperative learning, scaffolding, direct instruction, and differentiated instruction. Archival CRCT data was collected for sixty-four students. 32 that were instructed with differentiated instruction and thirty-two that were instructed with direct instruction for the 2011-2012 and 2012-2013 academic years. A one-way ANOVA was conducted to determine which instructional pedagogy yielded higher academic results. Overall results revealed no significant difference in academic achievement when differentiated instructional pedagogy or direct instructional pedagogy was used for instruction. Implications for positive social change include providing research results to administrators at the local site to better inform pedagogical decisions at the school level. Recommendations to the local site include further research on other strategies to improve literacy achievement in secondary classrooms.

The research is motivated by the significant increase in multiproduct mergers in the meat-protein processing sector, whereby the largest firms now process beef, pork, and chicken. This thesis conducts a theoretical merger analysis, accounting for both within- and across-submarket substitution of demand related goods. The model developed is suitable for analyzing markets in which there are identifiable consumer submarkets within a larger market. The results indicate two primary findings. The first finding is that Bertrand firms have a unilateral incentive to merge. Firms involved in a given merger increase profit, as well as those not included in the merger. Second, it is found that without sufficient realized scope economies by the merged firm, significant anticompetitive price increases are likely. However, as substitutability within and across submarkets tend towards each other in magnitude, the required cost reductions for welfare neutrality increase vastly. Additionally, guidelines for future empirical analysis are discussed.

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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.

Implementing differentiated instruction in classrooms with students who have mixed skill levels often results in teachers facing many challenges. The purpose of this qualitative case study was to explore social studies teachers' perceptions of the challenges they faced when implementing differentiated instruction in classrooms with mixed skill levels and what teachers perceived they needed to help overcome these challenges. This project study was guided by the conceptual frameworks of constructivism from Piaget and Bruner along with the theoretical framework of Vygotsky's zone of proximal development. The research questions focused on the viewpoints of teachers on implementing differentiated instruction in their classrooms, what challenges they faced when implementing differentiated instruction in a social studies classroom with mixed skill levels, and what support teachers need to overcome these challenges. Data were gathered using structured interviews of the 10 individual teachers chosen through purposeful sampling from a school in metro-Atlanta, Georgia. Data were transcribed and analyzed using coding by highlighting common words to identify themes to answer the research questions. Data analyses revealed that teachers needed professional development that defined what differentiated instruction is, how to implement it, and how to get to know their students better, as well as time to observe other teachers implementing differentiated instruction. A professional development plan was developed to help meet these needs for teachers. Implications for social change include an improved understanding of differentiated instruction and how to support teachers to overcome the challenges of implementing differentiated instruction. This may lead to better instruction and more academic success for all students which may lead to better assessment scores.