[pt] A crescente demanda por aplicações em tempo real tem aumentado a necessidade de fornecimento de QoS na Internet. A arquitetura de Serviços Diferenciados (DiffServ) é uma proposta apresentada pelo IETF para suprir a qualidade de serviço necessária. Resultados de pesquisas, mostram que os componentes da arquitetura DiffServ não distribuem de forma justa os recursos da rede. Este trabalho tem como objetivo propor um mecanismo de marcação de tráfego capaz de melhorar a justiça no compartilhamento da largura de faixa excedente entre agregados de tráfego. O algoritmo de marcação proposto é comparado com os marcadores trTCM, tswTCM e ItswTCM em relação a justiça em diferentes cenários de simulação. Os resultados mostram que o algoritmo proposto apresenta desempenho superior em uma rede com carga de utilização variando entre 20% e 60%. / [en] Recent demand for real time applications has given rise to a need for Quality of Service (QoS) in the Internet. Differentiated Services (DiffServ) is one of such efforts currently pursued by IETF. Previous researchers found unfairness in DiffServ networks. The objective of this work is to propose a new marker which achieves proportional fair sharing of excess bandwidth among aggregates. The proposed algorithm is compared with the following markers trTCM, tswTCM e ItswTCM. Results show that the proposed marker performs better than the other three schemes for network provision level between 20% and 60%.

Home Seniors Club es un proyecto que ofrece un servicio de alta calidad, orientado a satisfacer las necesidades de un segmento desatendido actualmente: personas autovalentes de la tercera edad. Es esta porción de la sociedad limeña la que demanda una especial atención donde se involucre en su estilo de vida elementos alineados al confort, distracción, equilibrio emocional, y su interrelación social. Este emprendimiento surge como una opción diferenciada. La estrategia que usaremos se soportará en la exposición de un concepto de negocio sobre la base de la generación de valor a través de un modelo de club exclusivo que involucrará un conjunto de experiencias integrales, que partirán desde la esfera intelectual con prácticas como la lectura, atravesando el entretenimiento de cada una de las actividades lúdicas y aterrizando hasta el confort de los espacios de relajación con las milenarias disciplinas. Se identifica que nuestro mercado objetivo son las personas mayores de 65 años, quienes gozan de una edad sana estándar post jubilación y se hallan en el ápice de su operatividad laboral y doméstica, muchas alejadas de su núcleo familiar. Seniors club está conformado por jóvenes profesionales, con experiencia en gestión de la virtud empresarial, que reúnen un conjunto de habilidades y competencias que sumadas a su pasión de compromiso y liderazgo natural lo predisponen hacia el logro de un objetivo mayor: el servicio. Se pide la suma de S/35,150.00, invitando al inversionista a ser parte de la empresa, con un porcentaje de un 20% de las acciones. / Home Senior´s club is a project that offers a high-quality service, focusing in satisfying the needs of a current unattended segment: self-reliant seniors. It is this portion of the Lima society that demands special attention where elements aligned to comfort, distraction, emotional balance, and their social interrelation are involved in their lifestyle. This entrepreneurship arises from a differentiated option. The strategy that we will use will be supported in the exposition of a business concept based on the generation of value through an exclusive club model that will involve a set of comprehensive experiences, which will start from the intellectual sphere with practices such as reading, going through the entertainment of each of the recreational activities and landing to the comfort of the relaxation spaces with the ancient disciplines. It is identified that our target market is people over 65 years old, who enjoy a standard healthy age after retirement and are at the apex of their work and domestic operations, many far from their family nucleus. Seniors club is made up of young professionals, with experience in business virtue management, who bring together a set of skills and competences that, together with her passion for commitment and natural leadership, predispose her towards the achievement of a greater objective: service. We ask for the sum of S/35,150.00, inviting the investor to be part of the company with a 20% of shares. / Trabajo de investigación

Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.

Enligt Skollagen (SFS 2010:800) har alla elever rätt till en likvärdig och meningsfull utbildning. Det innebär att varje elev, oavsett fallenhet eller svårighet i undervisning har rätt till vägledning och stimulans för att nå längre i sin kunskapsutveckling. Elever som anses starka ska få individanpassad undervisning som utmanar eleverna utifrån deras kunskaper och förutsättningar. Men finns det risker med att denna rättighet, som borde vara en självklarhet, inte uppfylls av skolors verksamhet? Denna kvalitativa intervjustudie syftar till att undersöka och ge exempel på hur rektorer och lärare stödjer starka elever i matematik utifrån skolans uppdrag och ansvar. Intervjustudien grundar sig i det sociokulturella perspektivet och utgår från frågeställningarna: Hur planerar och genomför skolor arbetet med de starka eleverna i matematik? och Hur kan lärare i F-3 arbeta för att ge starka elever i matematik ledning och stimulans att nå längre i sin kunskapsutveckling? Studien visar att skolor saknar strategier på hur lärare kan hjälpa starka elever på bästa sätt, vilket kan medföra att denna elevgrupp blir sittandes i väntan på resterande elever. Uppdraget och ansvaret att anpassa undervisningen ligger idag hos läraren, ett ansvar som borde ligga på verksamheten eller hos regeringen. Studien lyfter dock ett arbetssätt för att individanpassa undervisning för starka elever i skolans ämnen. Detta arbetssätt innefattar en accelererande och berikande undervisning där eleven även får coachning och stöd genom hela sin skolgång för att få möjlighet att utvecklas så långt som möjligt. / Abstract According to Skollagen (SFS 2010:800), every student has the right to an equal and meaningful education. It means that regardless if the students have easy to learn or have learning difficulties, they have the right of guidance and stimulation to grow in their knowledge development. Students that are considered as strong learners must receive individualized education that challenges the students based on their individual needs. The question is if this right, that should be obvious, really is fulfilled in the schools´ education? This qualitative interview study aims to investigate and give examples of how principals and teachers support strong students in mathematics based on the school's assignment and responsibilities. The interview study is based on Vygotskijs’ socio-cultural perspective and assume the questions: How do schools plan and implement the work with the strong students in mathematics? and How can teachers in F-3 work to give strong students in mathematics guidance and stimulus to reach further in their knowledge development? The study indicates that schools lack strategies on how teachers can help strong students in the optimal way, which can implicate that this group of students is held back because of the remaining students. The assignment and responsibility to adapt the teaching today lies with the teacher, a responsibility that should lie with the organization or with the government. However, the study accents a way of working to individualize teaching for strong students in school courses. This approach includes an accelerating and enriching teaching where the students also receives coaching and support through the years in primary school to have the opportunity to develop in knowledge as far as possible. Key words:

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The aim of my diploma is to introduce the SNMP protocol designed for remote device management to the readers and present its implementation into the Opnet Modeler simulation environment. For the implementation the DiffServMIB database has been chosen, which describes the components of differentiated services mechanism. My diploma thesis describes in detail the possibilities of application of the DiffServMIB database in traffic management. The design of a simulation model, which represents the differentiated data processing in input and output direction on a router interface, is also introduced. Next, this model is implemented into the Opnet Modeler simulation environment. The goal of this simulation model is the possibility of simple configuration of individual MIB attributes. In my work I also suggest an implementation method able to interconnect the MIB database with the configuration process of the active network element - with focus on output procedures of DiffServ mechanism.

The purpose of this qualitative study is to increase the knowledge of how Montessori teachers include mathematically gifted pupils through differentiated teaching. This was accomplished through semi-structured interviews with nine Montessori teachers from all over Sweden. The teachers were asked to describe how they plan their teaching, how they execute it and to share their thoughts and attitudes regarding this part of their job.    The results show that the Montessori teachers in this study use differentiated teaching based on the Montessori principles of individualisation. They make individual lesson plans for every pupil, based on the pupil’s level of knowledge, interests and needs. These plans are made together with the pupils, who thus have an impact on their own education. As the lesson plans are put into practice the pupils get to choose what to do when, during three hour work cycles. This means there are many different activities happening at the same time in the Montessori classroom. This seems to be beneficial to mathematically gifted pupils, as they appear to be offered an education at their individual level of knowledge. They are also able to set their own work pace and thus advance at their own speed. The Montessori manipulatives are important to the teachers, but the mathematically gifted pupils are able to leave them behind quickly and instead work with more abstract mathematics.    The study also shows that the teachers consider it exceedingly important that the mathematically gifted pupils are challenged and stimulated. For that reason, the teachers do not limit the pupils’ knowledge acquisition. The pupils are allowed to advance much further than what is expected at their age. In addition, the results of this study show that the Montessori teachers view working with gifted pupils as a positive and fun challenge and they consider it important to include these pupils in their teaching, instead of letting them work on their own.    The results of this study may also suggest that Montessori schools can be beneficial to mathematically gifted pupils. / Syftet med denna kvalitativa studie är att öka kunskapen om hur montessorilärare inkluderar matematiskt särbegåvade elever genom en differentierad undervisning. Detta gjordes genom semistrukturerade intervjuer med nio montessorilärare från hela Sverige. Samtliga undervisar, eller har undervisat, i matematik i årskurs f-3 och de har alla erfarenhet av matematiskt särbegåvade elever. Montessorilärarna ombads beskriva hur de planerar sin undervisning, hur de genomför den rent praktiskt samt att reflektera kring den här aspekten av deras jobb.    Resultatet visar att montessorilärarna differentierar undervisningen utifrån montessoripedagogikens principer om individualisering. De gör i stort sett helt individuella planeringar för varje elev som baseras på individens nivå, intressen och behov. Denna planering görs tillsammans med eleverna, som alltså kan påverka sin undervisning. När undervisningen sedan omsätts i praktik görs detta under arbetspass som är tre timmar långa. Där får eleverna själva välja vad de vill arbeta med och när. Detta innebär att det pågår en mängd olika aktiviteter samtidigt. Detta tycks vara gynnsamt för de matematiskt särbegåvade eleverna, då de tycks få en undervisning på just deras nivå. De kan också själva välja arbetstempo och därmed avancera i sin takt. Montessorimaterielen har en stor plats i lärarnas undervisning, men de särbegåvade eleverna kan, enligt de intervjuade lärarna, snabbt övergå till en abstrakt matematik.   Resultatet visar också att lärarna anser att det är av stor vikt att de matematiskt särbegåvade eleverna får utmaning och stimulans och begränsar dem därför inte i deras kunskapsinhämtning. Eleverna tillåts avancera långt över sin årskurstillhörighet. Studien visar dessutom att lärarna ser de särbegåvade eleverna som en positiv och rolig utmaning och att de tycker att det är viktigt att dessa elever inkluderas i undervisningen, istället för att lämnas ensamma i sin inlärning.    Sammantaget kan studien tyda på att montessoripedagogiken kan vara gynnsam för matematiskt särbegåvade elever.

The thesis focuses on the British approach to EMU fiscal rules. Theoretical and conceptual framework is based on the theory of differentiated integration dealing with a various forms of closer cooperation among EU Member States. The research is built on the theoretical approach as described by Frank Schimmelfennig, Dirk Leuffen and Berthold Rittberger. Authors provide an analysis of conditions of differentiated integration within the EU. The aim of this thesis is to answer the question of why the United Kingdom decided not to participate in the fiscal compact and, consequently, did not allow further differentiated integration within the treaties (which led to an arrangement outside the EU legal framework) while accepting the initial fiscal rules agreed in the 1990s as well as other crisis reforms of EU fiscal governance. The first part describes Maastricht and SGP fiscal rules and analyses both the UK's position within EMU and the SGP provisions applied to the UK. The next chapter examines the British approach towards both the SGP revisions and the Euro Plus Pact. The third part analyses the new fiscal compact and explains why the UK decided to use the veto. In conclusion, the thesis provides an answer to the research question as set down in the introduction.

Middle schools in Georgia and all over the United States face unique obstacles for enhancing the academic accomplishment of an increasingly diverse group of learners. Under pressure to implement innovative research-based teaching practices to overcome these challenges, many schools and teachers adopt differentiated instruction (DI), a teaching approach designed to accommodate different learning styles and levels of ability. This study was grounded in Howard Gardner's multiple intelligences and Lev Vygotsky's zone of proximal development (ZPD) theory. The research questions investigated in this study were designed (1) to explore the perceptions of science teachers regarding how they apply DI and (2) what obstacles they encountered in their application of DI methods. The data collected were analyzed using occurring themes through individual interviews, observations, and artifacts from 5 regular education science teachers and 2 special service teachers who implemented DI in their classroom. Findings of the study revealed that the teachers experienced successes and difficulties in implementing DI strategies in science. They addressed these difficulties by changing their lessons to coincide with available materials or resources and applying low-preparation DI strategies to meet the needs of each student. Data from this study informed social change by assisting teachers in providing enhanced instruction which promotes student engagement and academic success through the grades. In turn, empowers students to graduate from high school prepared for advanced learning, which leads to productive careers.

Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for content literacy at a site where it is an integral component of the response to intervention (RTI) process. The conceptual framework for this study was principles of differentiation, as defined and discussed by Tomlinson. Research questions were framed to examine how middle school content area teachers defined and implemented DI for content literacy by asking what they know, do, and need to effectively implement or sustain DI. Data were collected from a purposeful sample of 7 middle school content area teachers through semistructured interviews, a focus group, and unobtrusive data in the form of lesson plans. Descriptive and pattern coding were used to analyze the interview and focus group data for overarching themes. Emergent themes were validated through member checking, triangulated with themes identified in the lesson plans, and interpreted against principles of differentiation. Results indicated all participants were implementing DI for content literacy to some extent. The data also revealed participants wanted to improve their instruction but believed they needed additional supports: time to plan and gather resources, opportunities to collaborate with colleagues, and professional development to learn strategies to better differentiate for content literacy. The findings helped inform a project that provides identified supports for teachers as they differentiate instruction to improve content literacy, resulting in positive social change.