Since the 1990s, the number of courses of Spanish for Specific Purposes (SSP), especially Business Spanish, has increased rapidly in institutions of higher education in the U.S. Ideally, the design of these courses is based both on an analysis of the learners’ needs and on a specific business-related purpose. However, instructors of Business Spanish may not be specialists in this area and may lack the means or the time to perform a needs analysis (NA) to prepare the course syllabus and materials. Consequently, choosing the Business Spanish textbook ends up being the first step in designing the course, and for the reasons stated above, this choice tends to be based on the instructor’s needs rather than those of the learners. In this dissertation, I subjected four Business Spanish textbooks to an in-depth analysis (Littlejohn, 1998) in three stages. This analysis includes their approach to specificity (from narrow to wide), and how the business-related learners’ needs (language- and skill-based) are addressed. Results from these four analyses reveal that the authors adapted four different language teaching approaches and methods. Their wide-angled approach to specificity and different viewpoints of the target learners’ business-related needs are based on (1) their beliefs on the nature of language and language teaching, (2) the position of the course in the macro curriculum (macro-specific purpose), and (3) their respective target audiences. A two-step evaluation of Business Spanish textbooks is recommended to instructors based on the macro-specific purpose of their courses and the micro-specific purposes of communicative activities.

Ce travail de thèse porte sur le contrôle des propriétés de trois systèmes magnéto-plasmoniques grâce à différents types de nanostructuration. Ces structures sont basées respectivement sur la Propagation de Plasmons de Surface (SPP), les Plasmons de Surface Localisés (LSP) et la spectroscopie d’interférences en réflexion (RIfS). La manipulation des propriétés magnéto-optiques (MO) pour une utilisation dans les biocapteurs est discutée. Le premier système est une structure SPP en couche mince de couches de métaux nobles et d’un matériau magnétique de type multicouche présentant une anisotropie uni-axiale contrôlée. L’anisotropie de la couche magnétique se reflète sur les propriétés plasmoniques. Une amélioration de l’activité magnéto-optique peut être mise à profit pour améliorer la sensibilité de capteurs basés sur cette structure. Le second dispositif est une structure LSP avec nanoparticules d’or et d’une couche magnétique continue. Il est démontré qu’une couche diélectrique entre la couche magnétique et les nanoparticules d’or est indispensable pour préserver la résonance plasmonique. L’épaisseur de la couche magnétique a un effet sur cette dernière qui peut en principe être mise à profit pour influer sur l’activité magnéto-optique. La troisième approche est une structure RIfS composée d’un système multicouche magnéto-plasmonique Ag/ITO/CoFeB/ITO/Ag déposé sur un substrat nanoporeux d’oxyde d’aluminium anodique (AAO). Le signal RIfS dépend de la taille et de la longueur des nanopores. Le diamètre des nanopores affecte également la réponse magnéto-optique en réflexion en générant une inversion du signe des cycles d’aimantation mesurés par effet Kerr. / This PhD dissertation deals with the tuning of the magneto-optical (MO) response of three different magnetoplasmonic systems by using different nanostructuration schemes. They are structures based on SPPs, LSPs and RIfS, respectively. The manipulation of MO activity to be used in biosensors and to improve the sensitivity is also discussed. The first system is thin-film SPP structure consisting of magnetic and plasmonic layers, where the magnetic part is nanostructured multilayers with controlled uni-axial anisotropy. The uni-axial anisotropic properties of the multilayered magnetic materials were clearly reflected on the plasmonic properties of the system. An enhancement in the MO activity can be used to improve the sensitivity of the sensors based on this structure. The second system is a LSP-based magnetoplasmonic structure consisting of Au nanoparticle arrays and continuous magnetic layers. It is demonstrated that a dielectric layer in between Au nanoparticles and ferromagnetic layers is indispensable in order to preserve the plasmonic resonance. The thickness of magnetic layers has an effect on the plasmonic property, which can be further used to tune the MO activity. The third system is a hybrid RIfS structure with a magnetoplasmonic multilayer Ag/ITO/CoFeB/ITO/Ag deposited on a nanoporous AAO substrate. The RIfS signal depends on both the size and the length of the nanopores. The diameter of the nanopores also affects the MO response by generating a reversal in the sign of the Kerr loops. This can be viewed as the tuning factor of MO activity of the structure.

No description available.

A formação de docentes de línguas estrangeiras (LE) já foi tema de muitos estudos, livros, capítulos e artigos. Porém, tratar da formação desses profissionais no concernente ao ensino de espanhol1 para fins específicos ainda é palco para poucos atores. No intuito de fazer parte desse seleto elenco e impulsionadas pela nossa prática nos cursos superiores de tecnologia, propusemo-nos investigar essa realidade. Nosso interesse centrou-se na formação e atuação dos professores de espanhol que trabalham no ensino superior tecnológico, em uma instituição pública no estado de São Paulo, nos cursos de Eventos, Gestão de Recursos Humanos, Gestão de Turismo e Secretariado. Tratamos, assim, de conhecer a formação e desempenho desses professores em sala de aula para verificar as relações, consistências e eventuais inconsistências entre concepções, princípios teóricos e metodológicos adotados no tocante ao ensino de línguas para fins específicos Elfe e sua implementação em sala de aula. Buscamos, ainda, apurar se a escassez de disciplinas e/ou discussões em cursos de graduação assim como de linhas de pesquisa que contemplem temas atinentes a esse ensino nos programas de pós-graduação no Brasil contribui para o surgimento e consolidação de uma lacuna na formação e o quanto isso influencia ou dificulta sua prática nesse contexto. Nosso estudo revelou haver um despreparo dos professores de espanhol no campo de Elfe, o qual inferimos ser reflexo da mencionada lacuna em sua formação. Nossa trajetória investigativa sobre o ensino nessa área pautou-se nos escritos de Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), Robinson (1991), Swales (1988), Almeida Filho (2014 e 2016), Celani (1981, 2009) e Ramos (2001, 2004, 200 e 2012). Em relação à análise de necessidades baseamonos igualmente em Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), mas também consideramos os trabalhos de Long (2005) e Widdowson (1978). Sobre as questões atinentes aos conceitos de abordagem, método, metodologia e técnicas nos apoiamos em estudos de especialistas como Almeida Filho (2010, 2012 e 2014), Anthony (1963) e Prabhu (1990). Este trabalho, de cunho qualitativo, configura-se como estudo de caso e a coleta de dados valeu-se de dois instrumentos: observações de aulas e realização de entrevistas semiestruturadas com diretores, coordenadores e docentes de língua espanhola. Dada a lacuna detectada na formação dos docentes investigados, confirmamos nossa hipótese de ela estar atrelada ao escasso oferecimento de linhas de pesquisa na área de línguas para fins específicos LinFE nos cursos de pós-graduação nas universidades brasileiras e a carência de discussões e de disciplinas nos cursos de Licenciatura em Letras. As discussões e reflexões realizadas permitiram-nos apresentar contribuições tanto para o âmbito acadêmico e profissional quanto para a formação docente e ensejamos fortemente que esta investigação abra novos caminhos aos professores de LEs que pretendem iniciar e/ou aperfeiçoar seu conhecimento no campo do ensino de LinFE, promovendo articulações, definindo rumos e sinalizando possibilidades para o desenvolvimento dessa área no Brasil. / Training of foreign language teachers has already been the subject of many studies, books, chapters and articles. However, dealing with the training of these professionals regarding Spanish for specific purposes teaching is still a stage for a few actors. In order to be part of this select cast and driven by our practice with the teaching of this language in higher education technology courses, we aimed to investigate this reality. Our interest was focused on the training and practice of Spanish teachers from technological higher education at a public college in São Paulo state, in the courses of Events, Human Resources Management, Secretariat and Turism Management. Thus, we sought to know about the formation and classroom performance of these teachers in order to check the relations, consistencies and eventual inconsistencies between conceptions and theoretical and methodological principles adopted in the teaching of languages for specific purposes - Elfe - and its implementation in classroom. We also attempted to ascertain whether the shortage of courses and / or discussions in undergraduate programs as well as the lack of research lines involving subjects related to this teaching in the graduate programs in Brazil contributes to the emergence and consolidation of a gap in the training of foreign language teachers working in these areas and how much this influences or hinders their practice in this context. This study revealed that there is a lack of preparation of Spanish teachers in the Elfe field, which we inferred to be a reflection of the aforementioned gap in their formation. Our investigative course on the teaching of LSP (Language for Specific Purposes) was based on the writings of Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Robinson (1991) and Swales (1988). In relation to the needs analysis we are also based on Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), but we also consider the works of Long (2005) and Widdowson (1978). Regarding the issues related to the concepts of approach, method, methodology and techniques, we take as supporting studies the works of experts such as Almeida Filho (2010, 2012 and 2014), Anthony (1963) and Prabhu (1990). This qualitative research sets to be a case study and its data collection was based on two instruments: class observations and semistructured interviews with directors, coordinators and Spanish-speaking teachers of the investigated Higher Education College. Due to the failure detected in the training of the investigated teachers, we confirm our hypothesis in which it is linked to the scarce provision of research lines in the area of LSP in graduate courses in Brazilian universities. The performed discussions and considerations allowed to present contributions both for the academic and professional scope as well as for the teacher training. We strongly encourage this research to open new paths for foreign language teachers who intend to initiate or improve their knowledge in the field of LSP teaching, articulating, directing and signaling possibilities for the development of this area in Brazil.

Cette thèse essaie d'établir un lien entre les supports utilisés dans l'enseignement/apprentissage de l'anglais de spécialité et les chances d'une appropriation effective par les apprenants. Basée sur le concept d'apprenabilité/enseignabilité de Pienemann et celui de zone proximale de développement(ZPD) de Vygotsky entre autres, cette recherche-action a permis de découvrir que les documents authentiques sont généralement d'un accès très difficile pour les apprenants, et que les documents fabriqués sont généralement plus accessibles mais requièrent des tâches à consignes claires et sans ambiguïté pour constituer de l'input compréhensible et permettre qu'il y ait réellement apprentissage. Toutefois, les apprenants censés être des experts dans le domaine de spécialité ne le sont souvent pas, et dans un tel environnement, où parfois ni l'enseignant, ni les apprenants, ne sont experts dans le domaine de spécialité, et où les résultats attendus sont généralement au-delà de la ZPD des apprenants, même avec des documents fabriqués accompagnés de tâches appropriées, l'enseignement de l'anglais de spécialité ne peut se faire avec beaucoup de succès. Dans ces conditions, faire travailler les apprenants, en autonomie ne suffit pas pour garantir la réussite de l'apprentissage. D'où la nécessité, non seulement de revoir le contenu des enseignements et de les faire cadrer véritablement avec les connaissances des apprenants dans la (les) matières(s) de spécialité, mais aussi de permettre aux enseignants de s'approprier le concept de la nécessaire autonomisation des apprenants, pour en faire un concept partagé de tous, et pour que les apprenants se mettent effectivement à apprendre.

Notre recherche doctorale a pour objet d’apporter un éclairage novateur sur la chaîne logistique dans le contexte des réseaux de franchise en s’appuyant sur la théorie des ressources et la théorie des parties prenantes. S’inscrivant dans une logique d’exploration, la recherche participe à enrichir les travaux sur les réseaux de franchise sous l’angle de la chaîne logistique. Une telle approche, jusqu’à présent peu explorée, permet de mieux saisir l’avantage compétitif que représente de la maîtrise de la chaîne logistique pour le réseau de franchise, ainsi que le rôle du prestataire de services logistiques (PSL) dans le contexte français. En effet, son rôle de conseil, voire de prescripteur d’évolution des processus,s’appuie sur sa connaissance des métiers de la chaîne logistique, imprégnée de la culture du client, et sur sa capacité à imposer les évolutions nécessaires vis-à-vis des 3PL auprès desquels il aura sous-traité une partie de ses activités. Il ressort de la recherche que la maîtrise de la chaîne logistique est un enjeu stratégique pour le réseau de franchise. Au travers d’études de cas, la relation de longue durée, la confiance et l’appropriation de la culture du réseau par le PSL sont des critères incontournables de l’avantage compétitif que procure la maîtrise de la chaîne logistique au profit du réseau de franchise. / Our doctoral research aims to bring innovative light on the supply chain in the context offranchise networks based on resource theory and stakeholder theory. As part of an explorationstrategy, research contributes to enriching the work on franchise networks in terms of the supplychain. Such an approach, hitherto little explored, makes it possible to better understand thecompetitive advantage of supply chain control for the franchise network and the role of thelogistics service provider (LSP) in the French context. Indeed, its advisory role, and even theprescriber of the evolution of processes, relies on its knowledge of the supply chain businesses,imbued with the customer's culture, and its ability to impose the necessary changes vis-à-vis3PLs from which it will have subcontracted part of its activities. Research shows that supplychain management is a strategic challenge for the franchise network. Through case studies, thelong-term relationship, trust and ownership of the network culture by the PSL are essentialcriteria for the competitive advantage of supply chain control in favor of the network franchise.

A formação de docentes de línguas estrangeiras (LE) já foi tema de muitos estudos, livros, capítulos e artigos. Porém, tratar da formação desses profissionais no concernente ao ensino de espanhol1 para fins específicos ainda é palco para poucos atores. No intuito de fazer parte desse seleto elenco e impulsionadas pela nossa prática nos cursos superiores de tecnologia, propusemo-nos investigar essa realidade. Nosso interesse centrou-se na formação e atuação dos professores de espanhol que trabalham no ensino superior tecnológico, em uma instituição pública no estado de São Paulo, nos cursos de Eventos, Gestão de Recursos Humanos, Gestão de Turismo e Secretariado. Tratamos, assim, de conhecer a formação e desempenho desses professores em sala de aula para verificar as relações, consistências e eventuais inconsistências entre concepções, princípios teóricos e metodológicos adotados no tocante ao ensino de línguas para fins específicos Elfe e sua implementação em sala de aula. Buscamos, ainda, apurar se a escassez de disciplinas e/ou discussões em cursos de graduação assim como de linhas de pesquisa que contemplem temas atinentes a esse ensino nos programas de pós-graduação no Brasil contribui para o surgimento e consolidação de uma lacuna na formação e o quanto isso influencia ou dificulta sua prática nesse contexto. Nosso estudo revelou haver um despreparo dos professores de espanhol no campo de Elfe, o qual inferimos ser reflexo da mencionada lacuna em sua formação. Nossa trajetória investigativa sobre o ensino nessa área pautou-se nos escritos de Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), Robinson (1991), Swales (1988), Almeida Filho (2014 e 2016), Celani (1981, 2009) e Ramos (2001, 2004, 200 e 2012). Em relação à análise de necessidades baseamonos igualmente em Dudley-Evans e St. John (1998), Hutchinson e Waters (1987), mas também consideramos os trabalhos de Long (2005) e Widdowson (1978). Sobre as questões atinentes aos conceitos de abordagem, método, metodologia e técnicas nos apoiamos em estudos de especialistas como Almeida Filho (2010, 2012 e 2014), Anthony (1963) e Prabhu (1990). Este trabalho, de cunho qualitativo, configura-se como estudo de caso e a coleta de dados valeu-se de dois instrumentos: observações de aulas e realização de entrevistas semiestruturadas com diretores, coordenadores e docentes de língua espanhola. Dada a lacuna detectada na formação dos docentes investigados, confirmamos nossa hipótese de ela estar atrelada ao escasso oferecimento de linhas de pesquisa na área de línguas para fins específicos LinFE nos cursos de pós-graduação nas universidades brasileiras e a carência de discussões e de disciplinas nos cursos de Licenciatura em Letras. As discussões e reflexões realizadas permitiram-nos apresentar contribuições tanto para o âmbito acadêmico e profissional quanto para a formação docente e ensejamos fortemente que esta investigação abra novos caminhos aos professores de LEs que pretendem iniciar e/ou aperfeiçoar seu conhecimento no campo do ensino de LinFE, promovendo articulações, definindo rumos e sinalizando possibilidades para o desenvolvimento dessa área no Brasil. / Training of foreign language teachers has already been the subject of many studies, books, chapters and articles. However, dealing with the training of these professionals regarding Spanish for specific purposes teaching is still a stage for a few actors. In order to be part of this select cast and driven by our practice with the teaching of this language in higher education technology courses, we aimed to investigate this reality. Our interest was focused on the training and practice of Spanish teachers from technological higher education at a public college in São Paulo state, in the courses of Events, Human Resources Management, Secretariat and Turism Management. Thus, we sought to know about the formation and classroom performance of these teachers in order to check the relations, consistencies and eventual inconsistencies between conceptions and theoretical and methodological principles adopted in the teaching of languages for specific purposes - Elfe - and its implementation in classroom. We also attempted to ascertain whether the shortage of courses and / or discussions in undergraduate programs as well as the lack of research lines involving subjects related to this teaching in the graduate programs in Brazil contributes to the emergence and consolidation of a gap in the training of foreign language teachers working in these areas and how much this influences or hinders their practice in this context. This study revealed that there is a lack of preparation of Spanish teachers in the Elfe field, which we inferred to be a reflection of the aforementioned gap in their formation. Our investigative course on the teaching of LSP (Language for Specific Purposes) was based on the writings of Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), Robinson (1991) and Swales (1988). In relation to the needs analysis we are also based on Dudley-Evans and St. John (1998), Hutchinson and Waters (1987), but we also consider the works of Long (2005) and Widdowson (1978). Regarding the issues related to the concepts of approach, method, methodology and techniques, we take as supporting studies the works of experts such as Almeida Filho (2010, 2012 and 2014), Anthony (1963) and Prabhu (1990). This qualitative research sets to be a case study and its data collection was based on two instruments: class observations and semistructured interviews with directors, coordinators and Spanish-speaking teachers of the investigated Higher Education College. Due to the failure detected in the training of the investigated teachers, we confirm our hypothesis in which it is linked to the scarce provision of research lines in the area of LSP in graduate courses in Brazilian universities. The performed discussions and considerations allowed to present contributions both for the academic and professional scope as well as for the teacher training. We strongly encourage this research to open new paths for foreign language teachers who intend to initiate or improve their knowledge in the field of LSP teaching, articulating, directing and signaling possibilities for the development of this area in Brazil.

As redes atuais de telecomunicações utilizam tecnologias de comutação de pacotes para integração de voz, dados, imagens e outros serviços. O tráfego nessas redes costuma ser feito por meio de tecnologias como o MPLS-TP e com regras heurísticas para a determinação dos melhores caminhos. O uso de boas regras afeta diretamente o desempenho e a segurança da operação. Este trabalho propõe o uso de simulação de baixo custo para prever o comportamento e avaliar regras de escolha de caminhos. Para isso, este trabalho avalia três métodos de seleção de caminhos de LSPs, combinados com duas heurísticas de recuperação, usados em redes MPLS-TP em malha com mecanismos de proteção em malha compartilhada. Os resultados das simulações medem o impacto dos métodos e heurísticas utilizados, demonstrando o quanto uma melhor seleção de caminhos pode contribuir para a redução do uso dos recursos da rede e do número máximo de LSPs afetados em caso de falhas na rede. Os resultados deste trabalho, bem como a técnica de análise proposta, almejam ser uma contribuição para a padronização de regras de seleção de LSPs em redes heterogêneas. / The telecommunications networks nowadays use packet-switching technologies for integration of voice, data, images and other services. The traffic on these networks is usually done through technologies such as MPLS-TP and with heuristic rules to determine the best paths. The use of good rules directly affect the performance and security of operation. This paper proposes the inexpensive use of simulation to predict the behavior and evaluate rules for choosing paths. For this, this study evaluates three methods of selection of LSPs paths, combined with two recovery heuristics, used in MPLS-TP mesh networks with shared mesh protection mechanisms. The results of the simulations measure the impact of the methods and heuristics used, demonstrating how much better path selection can contribute to reducing the use of network resources and the maximum number of LSPs affected in the event of network failures. These results and the proposed analysis technique yearn to be a contribution to the standardization of LSPs selection rules in heterogeneous networks.

I uppsatsen kommenteras en egen översättning av utdrag ur Roland Barthes fackartikel Éléments de sémiologie. Denna avser följa Immanuel Wallersteins regler för termöversättning av human- och socialvetenskapliga texter samt riktlinjer framtagna av the Social Science Translation Project (2006). Källtexten präglas av explicita referenser till andra texter. Två uttryck för detta som här tas upp är citat och explicit intertextuella termer (i synnerhet det senare). Den första frågeställningen är om ett mottagande intertextuelt fält kan användas för att översätta dessa. Det visar sig vara ett väsentligt redskap, men inte självtillräckligt eller entydigt. Den andra är hur de med hjälp av detta redskap valda målspråkstermerna förhåller sig till Nuopponens och Pilkes (2016) kriterier för ”goda termer”. Analys av de målspråkstermer som valts, vilka är låneord, visar att olika klasser av låneord har tendens att hänga samman med vissa typer av terminologiska för- och nackdelar. / The thesis is a commentary of my own translation of an excerpt of Roland Barthes article Éléments de sémiologie. Its aim is to follow Immanuel Wallerstein’s rules for translation of terms in social sciences as well as the guidelines developed by the Social Science Translation Project (2006). The orignal text is characterized by explicit references to other texts. Two elements that will be presented in the thesis are quotes and explicitly intertextual terms (with a focus on the latter). The first question is if a receiving intertextual field could be used to translate these elements. It turns out to be a fundamental tool, but not self-sufficient or unequivocal. The second question is how the chosen terms of the target language, with help from said tool, relate to Nuopponens and Pilkes (2016) criteria for ideal terms. An analysis of the chosen terms of the target language, which are borrowings, shows that different groups of borrowings tend to be associated to certain types of terminological pros and cons.

Multiprotocol Label Switching (MPLS) fuses the intelligence of routing with the performance of switching and provides significant benefits to networks with a pure IP architecture as well as those with IP and ATM or a mix of ther Layer 2 technologies. MPLS technology is key to scalable virtual private networks (VPNs) and end-to-end quality of service (QoS), enabling efficient utilization of existing networks to meet future growth. The technology also helps to deliver highly scalable, differentiated end-to-end IP services with simpler configuration, management, and provisioning for both Internet providers and end-users. However, MPLS is a connection-oriented architecture. In case of failure MPLS first has to establish a new label switched path (LSP) and then forward the packets to the newly established LSP. For this reason MPLS has a slow restoration response to a link or node failure on the LSP.The thesis provides a description of MPLS-based architecture as a preferred technology for integrating ATM and IP technologies, followed by a discussion of the motivation for the fast and reliable restoration mechanism in an MPLS network. In this thesis first we address the fast rerouting mechanisms for MPLS networks and then we focus on the problem of packet loss, packet reordering and packet delay for protected LSP in MPLS-based network for a single node/link failure. In order to deliver true service assurance for guaranteed traffic on a protected LSP we use the fast rerouting mechanism with a preplanned alternative LSP. We propose enhancements to current proposals described in extant literature. Our fast rerouting mechanism avoids packet disorder and significantly reduces packet delay during the restoration period.An extension of the Fast Rerouting proposal, called Reliable and Fast Rerouting (RFR), provides some preventive actions for the protected LSP against packet loss during a failure. RFR maintains the same advantages of Fast Rerouting while eliminating packet losses, including those packet losses due to link or node failure (circulating on the failed links), which were considered to be "inevitable" up to now.For the purpose of validating and evaluating the behavior of these proposals a simulation tool was developed. It is based on the NS, a well-known network simulator that is being used extensively in research work. An extension featuring the basic functionality of MPLS (MNS) is also available for the NS, and this is the basis of the developed simulation tool.Simulation results allow the comparison of Fast Rerouting and RFR with previous rerouting proposals.In addition to this we propose a mechanism for multiple failure recovery in an LSP. This proposal combines the path protection, segment protection and local repair methods. In addition to the multiple link/node failure protection, the multiple fault tolerance proposal provides a significant reduction of delay that the rerouted traffic can experience after a link failure, because the repair action is taken close to the point of failure.Then we proceed to address an inherent problem of the preplanned alternative LSP. As alternative LSPs are established together with the protected LSP it may happen that the alternative is not the optimal LSP at the time the failure occurs. To overcome this undesired behavior, we propose the Optimal and Guaranteed Alternative Path (OGAP). The proposal uses a hybrid of fast-rerouting and a dynamic approach to establish the optimal alternative LSP while rerouting the affected traffic using the preplanned alternative LSP. This hybrid approach provides the best of the fast rerouting and the dynamic approaches.At the same time we observed that the protection path becomes in fact unprotected from additional failures after the traffic is rerouted onto it.To address this we propose a guarantee mechanism for protection of the new protected LSP carrying the affected traffic, by establishing an alternative LSP for the rerouted traffic after a failure, avoiding the vulnerability problem for the protected traffic.Finally, we present a further optimization mechanism, adaptive LSP, to enhance the existing traffic engineering for Quality of Services (QoS)provision and improve network resource utilization. The adaptive LSP proposal allows more flexibility in network resource allocation and utilization by adapting the LSP to variations in all network loads,resulting in an enhancement of existing MPLS traffic engineering.