No description available.

No description available.

Magister Legum - LLM / South Africa

Proportional Differentiated Services can be provisioned in terms of bandwidth, delay, or packet loss. Several studies contributed schedulers and packet droppers that achieved proportional bandwidth, delay, or loss differentiation. However, all these schemes differentiated in terms of only one of the three metrics. A simple, unified, scalable, and robust scheme to simultaneously control all three metrics was felt important. By controlling just delay and packet loss, proportional differentiation can be achieved in terms of all three metrics. A robust adaptive scheduler for proportional delay differentiation services is presented. Proportional services are further policed by a class based packet dropper. The combination of the adaptive scheduler and the packet dropper treats different traffic classes proportionally in terms of all three metrics. Simulation experiments show that regardless of the network traffic characteristics, our scheme can effectively differentiate services in terms of bandwidth, delay, and loss simultaneously.

Ziel: Abschätzung der Risiken des Rezidivs des differenzierten Schilddrüsenkarzinoms, der Karzinom-bedingten Mortalität und der Karzinom-bedingten Reduktion der Lebenserwartung in Abhängigkeit von der Anzahl der zum Erreichen eines krankheitsfreien Zustands benötigten I-131-Therapien (Radioiodtherapien) und der für die Krankheitsfreiheit benötigten kumulativen Aktivität. Methoden: Analyse anhand von in der Würzburger Schilddrüsenkarzinom-Datenbank erfassten Verlaufsdaten unter Berücksichtigung eigener zusätzlicher Erhebungen zum follow-up.von 896 Patienten, die nach einer oder mehreren Radioiodtherapien im Therapieverlauf Erkrankungsfreiheit erreichten (negative TSH-stimulierte Thyreoglobulin-Messung in Kombination mit einer negativen I-131-Ganzkörperszintigraphie). Ergebnisse: Die erfassbare Nachsorgedauer betrug in Median 9.0 Jahre (Spannbreite 0.1-31.8 Jahre). Rezidiv-Raten nach 5 und 10 Jahren und am Ende der Nachsorge betrugen 1,0±0,3%, 4,0±0,7% und 6,2±1,1%. Die Schilddrüsenkarzinom-bedingte Sterberate betrug jeweils 0,1±0,1%, 0,5±0,3% und 3,4±1,1%. Mit einer zunehmenden Anzahl von benötigten Radioiodtherapien nahm die Rezidivrate zu (p=0.001). Die Schilddrüsenkarzinom-bedingte Sterblichkeitsrate ist ab 4 benötigten Radioiodtherapien erhöht. Bei Patienten, die nach einer Radioiodtherapie krankheitsfrei waren, finden sich zwischen Niedrig- und Hochrisikopatienten keine Unterschiede bezüglich Rezidiv- und Sterblichkeitsrate. Bei Patienten, die zwei Radioiodtherapien benötigten, waren Rezidiv- und Sterblichkeitsrate der Hochrisikopatienten erhöht. Bezüglich der kumulativ benötigten Aktivität zeigten sich nur bei Patienten, die eine kumulative Aktivität von über 22,2 GBq benötigten, erhöhte Rezidiv- und Sterberaten. Im vorliegenden Studienkollektiv mit einer inhärent guten Prognose zeigte sich eine uneingeschränkte Lebenserwartung unabhängig von der benötigen Anzahl der Radioiodtherapien oder der benötigten kumulativen Aktivität. Fazit: Falls mehr als eine Radioiodtherapie oder eine hohe kumulative I-131 Aktivität benötigt wird, um einen krankheitsfreien Zustand zu erreichen, muss mit einer Rezidiv- und Schilddrüsenkarzinom-bedingten Sterblichkeits-Rate gerechnet werden, vor allem bei Hochrisikopatienten. / Purpose: To assess the risk of differentiated thyroid cancer (DTC) recurrence, DTC-related mortality and life expectancy in relation to the number of courses of 131-I therapy (RIT) and cumulative 131-I activities required to achieve complete remission (CR). Methods: The study was a database review of 1,229 patients with DTC, 333 without and 896 with CR (negative TSHstimulated thyroglobulin and negative 131-I diagnostic wholebody scintigraphy) after one or more courses of RIT. Results: The median follow-up was 9.0 years (range 0.1–31.8 years) after CR. Recurrence rates at 5 years, 10 years and the end of follow-up were 1.0±0.3 %, 4.0±0.7 % and 6.2 ±1.1 %, and DTC-related mortality was 0.1±0.1 %, 0.5± 0.3 % and 3.4±1.1 %, respectively. Recurrence rates also increased with an increasing number of RIT courses required (p=0.001). DTC-related mortality increased from four RIT courses. In patients with CR after one RIT course, there were no differences in recurrence or DTC-related mortality rates between low-risk and high-risk patients. In patients requiring two RIT courses these rates remain elevated in high-risk patients. Recurrence and DTC-related mortality rates were only significantly elevated in those requiring a cumulative activity over 22.2 GBq (600 mCi) from multiple RIT courses for CR. Regardless of the number of RIT courses or activity needed, life expectancy was not significantly lowered. Conclusion: If more than one RIT course is needed to achieve CR, higher recurrence and DTC-related mortality rates are observed, especially in high-risk patients. Patients requiring >22.2 GBq 131-I for CR should be followed in the same way as patients in whom CR is never reached as long-term mortality rates are similar.

Differentiated Services architecture permits the allocation of different levels of service to different users. And the Assured Forwarding Per-Hop-Behavior Group defined different drop precedence in the DS routers to provide soft guarantees. However, it has been observed that the drop precedence cannot achieve the desired target rates because of the strong interaction of the transport protocol with packet drops in the Internet. An Internet Service Provider (ISP) does not know what kind of traffic will be sent into the network, so the Internet Service Provider should be able to adapt different types of clients and provides certain quality of services (QOS). We propose a new flow control scheme to enhance the edge routers in a Differentiated Services network with the adaptive drop precedence according to actual flow rates to improve the fairness among the different types of traffics through the Differentiated Services network.

Abstract We propose to research the interaction between users and web servers in Internet , and we call that ¡§Session - Based model¡§ . Then we add some policies to the session-based model , we define that is ¡§Session - Based Management¡§ . For the explosive growth of Internet service¡]eg.,e-commerce¡K¡^, we consider about what users want and tracing users¡¦ behaviors , those are what we want to research and analysis . We using ¡§cookie¡§ , what is the technique to use on the Client-Server model of Internet . This make server directly and easily know some information about users . So server supply quality of service to user what they have identified . Then we trace technologies of cookie which are used in some popular web sites¡]eg., eBay , ubid , kimo , openfind¡^, and analyze the impact of users about those technologies . For example , we classify the Internet service to ¡V shopping cart¡Bsearch engine¡K Finally , we construct our e-commerce web site to parsing every packets through our site , getting the information what we want from those packets , and then we define our some policies into our Session-Based model . The infrastructure of our implementation environment is in Server Cluster Architecture , which is the most popular one this time . More and more ISPs¡]Internet Service Provider¡^or ICPs¡]Internet Content Provider¡^construct their web sites in this kind of structure . In our cluster system , our distributor will analyze all kinds of packets from all heterogeneous servers . Using our technique will make distributor to learn how to know the user information and identify the users , so distributor will know how to supply users¡¦ session-based priority¡Bdifferentiated service and so on . We actually implement our mechanisms in our server cluster system .

This dissertation focuses on three cases of the following two stage problem in the context of multi-product inventories of vertically differentiated products. In Stage 1 of the problem, the manager determines the optimal production quantities of different products when the demands are uncertain. In Stage 2 of the problem, the demands for different products are observed. Now, the manager meets the demand of each product using the inventory of the product or by carrying out a downward substitution from the inventories of higher performance products. The manager’s objective is to maximize the expected revenue from the decisions made at the two stages collectively. The first problem addressed in this dissertation focuses on the case when different products are produced simultaneously on the same set of machines due to random variations in the manufacturing process. These systems, referred to as co-production systems, are very common in the semi- conductor industry, the textile industry and the agriculture industry. For this problem, we provide an analytical solution to the two stage problem, and discuss managerial insights that are specific to co-production systems and are not extendible to multi-item inventories of products that can be ordered or manufactured independently. The second problem addressed in this dissertation focuses on the case when different products can be ordered or manufactured independently, and no constraints to meet minimum fill rate requirements or to restrict the total inventory below a certain level are present. We present an analytical solution to this problem. The third problem addressed in this dissertation focuses on the case when different products can be ordered or manufactured independently and fill rate constraints and total inventory constraints are present. When the demands are multivariate normal, we show that this two stage problem can be reduced to a non-linear program using some new results for the determination of partial expectations. We also extend these results to higher order moments of the multivariate distribution and discuss their applications in solving some common operations management problems. / text

This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities receiving reading instruction in inclusive settings. Seven participants in a large suburban school system were chosen through purposeful, criterion-based sampling. Semi-structured interviews were used to gain information about how teachers use data related to student readiness, interests, and learning profiles to design differentiated instruction. Observations were used to gain information about how the teachers implemented differentiated content, process, and products in the classroom. As more students with disabilities are served in inclusive settings, teachers are finding they need to differentiate instruction to meet the varied needs of their students. Previous studies have found that adjusting one of the components of differentiated instruction (readiness levels, interest levels, learning profiles, content, process, or product) to meet individual needs increases the opportunities for students to be successful in the classroom. However, there is limited research on the impact of combining all of these components into the framework of differentiated instruction on achievement levels. There is also limited research on how teachers actually plan and implement differentiated lessons. The results of this study indicate that general and special education teachers can work collaboratively to meet the diverse needs of all students in an inclusive classroom. By using data to analyze the readiness levels, interest levels, and learning profiles of all students and planning lessons to address student needs, teachers were able to successfully teach the required curriculum to their students in an inclusive setting. The teachers that demonstrated the greatest amount of differentiated instruction had the strongest collaborative relationships. These were the teachers that described their relationship as a partnership. They analyzed student data and planned lessons together, felt a shared responsibility for all students in the class, and, as a result, provided a supportive learning environment. Administrative support, shared planning time, on-going professional development, and appropriate materials were identified by the teachers as key ingredients for a successful inclusive classrooms.

In 2007, the state of Georgia answered the call of the No Child Left Behind Act of 2001 with training that introduced differentiation instruction in the classroom. However, to date, few studies have investigated whether differentiated instruction in Georgia high school classrooms are associated with student success. The purpose of this quantitative study was to fill this gap in the literature by determining whether a significant relationship existed between levels of differentiated instruction and 11th-grade student scores on the standardized End-of-Course Tests (EOCTs) in a Georgia high school. The modern concept of differentiated instruction to improve pedagogy and erudition constituted the theoretical foundation for this study. The purposeful sample for the study included 15 teachers and 323 EOCT scores. Classroom differentiated instruction was assessed using 3 months of archival data from the Georgia Teacher Assessment Performance Standards (TAPS) rubric, such that each teacher received a differentiated instruction score based on each classroom of students (independent variable). Student success on standardized tests was operationalized as 11th-grade student scores in each classroom on the EOCT (dependent variable). Teacher TAPS scores and corresponding student EOCT scores were high, but due to a lack of variability in the data, a significant positive relationship could not be shown. Teachers indicated positive attitudes toward differentiated instruction in the classroom and reported that areas of need for implementing differentiated instruction were resources and administrator support. The implications for positive social change include the potential to create stronger support systems (consisting of educators, students, parents, administrators, and the community) for differentiated education, in order to enhance student academic achievement.