4 research outputs found

    Alternative revenue sources for Internet service providers

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    The Internet has evolved from a small research network towards a large globally interconnected network. The deregulation of the Internet attracted commercial entities to provide various network and application services for profit. While Internet Service Providers (ISPs) offer network connectivity services, Content Service Providers (CSPs) offer online contents and application services. Further, the ISPs that provide transit services to other ISPs and CSPs are known as transit ISPs. The ISPs that provide Internet connections to end users are known as access ISPs. Though without a central regulatory body for governing, the Internet is growing through complex economic cooperation between service providers that also compete with each other for revenues. Currently, CSPs derive high revenues from online advertising that increase with content popularity. On other hand, ISPs face low transit revenues, caused by persistent declines in per-unit traffic prices, and rising network costs fueled by increasing traffic volumes. In this thesis, we analyze various approaches by ISPs for sustaining their network infrastructures by earning extra revenues. First, we study the economics of traffic attraction by ISPs to boost transit revenues. This study demonstrates that traffic attraction and reaction to it redistribute traffic on links between Autonomous Systems (ASes) and create camps of winning, losing and neutral ASes with respect to changes in transit payments. Despite various countermeasures by losing ASes, the traffic attraction remains effective unless ASes from the winning camp cooperate with the losing ASes. While our study shows that traffic attraction has a solid potential to increase revenues for transit ISPs, this source of revenues might have negative reputation and legal consequences for the ISPs. Next, we look at hosting as an alternative source of revenues and examine hosting of online contents by transit ISPs. Using real Internet-scale measurements, this work reports a pervasive trend of content hosting throughout the transit hierarchy, validating the hosting as a prominent source of revenues for transit ISPs. In our final work, we consider a model where access ISPs derive extra revenues from online advertisements (ads). Our analysis demonstrates that the ad-based revenue model opens a significant revenue potential for access ISPs, suggesting its economic viability.This work has been supported by IMDEA Networks Institute.Programa Oficial de Doctorado en Ingenier铆a Telem谩ticaPresidente: Jordi Domingo-Pascual.- Vocal: V铆ctor L贸pez 脕lvarez.-Secretario: Alberto Garc铆a Mart铆ne

    La representaci贸n social del trastorno del espectro autista: implicaciones para la inclusi贸n educativa y social

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    La presente tesis doctoral se enfoca en el an谩lisis de la representaci贸n social (RS) del trastorno del espectro autista (TEA) del futuro profesorado de una universidad espa帽ola y su relaci贸n con el tratamiento del autismo en los medios de comunicaci贸n de masas. La investigaci贸n se llev贸 a cabo a trav茅s de seis estudios diferentes, estructurados en dos bloques. En el Bloque 1 la finalidad fue analizar el contenido de la RS del TEA en futuros docentes, a trav茅s del an谩lisis de sus actitudes y sus conocimientos sobre el autismo. Para ello, se realizaron un total de cuatro estudios, relacionados directa o indirectamente con el TEA. Respecto al Bloque 2, el prop贸sito fue estudiar el modo en el que el autismo hab铆a sido tratado y representado en dos medios de comunicaci贸n de masas, la prensa escrita e Internet, partiendo de la idea de que ambos han contribuido a la configuraci贸n de la RS del TEA y, por ende, han repercutido en las actitudes y los conocimientos sobre autismo de algunos agentes clave para el proceso de inclusi贸n educativa de los ni帽os y las ni帽as con esta condici贸n. Para este segundo bloque se realizaron dos estudios. En el Estudio 1 de la tesis se realiz贸 una revisi贸n sistem谩tica de las actitudes docentes hacia la inclusi贸n educativa. Los estudios incluidos en la revisi贸n se llevaron a cabo en Espa帽a y fueron publicados entre 2010 y 2019. En cuanto al Estudio 2, se midieron tanto de forma expl铆cita como impl铆cita las actitudes hacia el TEA de un grupo de futuros docentes antes y despu茅s de recibir una breve formaci贸n sobre autismo. Respecto al Estudio 3, se compar贸 la prevalencia de neuromitos sobre la salud y las competencias emocionales de las personas con TEA en una muestra de tres grupos diferentes de futuros docentes: estudiantes de primer curso del grado universitario, estudiantes de cuarto curso de las menciones de Pedagog铆a Terap茅utica (PT) y Audici贸n y Lenguaje (AL), y finalmente, estudiantes de cuarto curso matriculados en el resto de menciones del grado. El Estudio 4 se centr贸 en el an谩lisis del conocimiento de un grupo de futuros docentes que se encontraban en el 煤ltimo a帽o de la formaci贸n inicial docente. En concreto, se pregunt贸 a los participantes por su conocimiento sobre la organizaci贸n y el funcionamiento de las aulas de Comunicaci贸n y Lenguaje (aulas CyL). El inter茅s por esta cuesti贸n radic贸 en que, en la Comunidad Valenciana, gran parte del alumnado con TEA se escolariza en estas aulas, las cuales se localizan dentro de centros educativos ordinarios. Por ello, el principal objetivo del estudio fue analizar si exist铆an diferencias entre el conocimiento sobre este recurso educativo entre el futuro profesorado especialista de PT y AL y el del resto de futuros docentes de otras especialidades. Por lo que respecta al Estudio 5, se llev贸 a cabo un an谩lisis de la presencia y evoluci贸n del tratamiento del autismo en tres peri贸dicos espa帽oles (La Vanguardia, El Pa铆s y El Mundo) en tres a帽os diferentes (1999, 2009 y 2019). De forma similar, en el Estudio 6 se explor贸 el contenido de los v铆deos de YouTube en espa帽ol sobre autismo, as铆 como su calidad y popularidad. Algunas conclusiones importantes derivaron de los hallazgos de los diferentes estudios y su posterior discusi贸n. En primer lugar, la RS del TEA del futuro profesorado participante en esta investigaci贸n result贸 no ser realmente positiva para la inclusi贸n educativa y social del alumnado con autismo, ni en su dimensi贸n de actitud ni en la de conocimientos. En segundo lugar, respecto a la representaci贸n del TEA en los dos medios de comunicaci贸n analizados, en las 煤ltimas d茅cadas la prensa escrita espa帽ola no solo ha incrementado la frecuencia anual de publicaci贸n de noticias sobre TEA, sino que tambi茅n han evolucionado los t贸picos tratados en dichas noticias, de forma que cada vez m谩s los temas se relacionan con la concienciaci贸n y sensibilizaci贸n de la poblaci贸n sobre el autismo. Sin embargo, se detect贸 en la investigaci贸n que ni la prensa ni YouTube parecen ser medios realmente adecuados para la educaci贸n cient铆fica no formal sobre TEA. Todo esto condujo a determinadas conclusiones sobre c贸mo se deber铆a enfocar la formaci贸n inicial universitaria del profesorado para que esta pueda contribuir a la construcci贸n de una RS del autismo en los docentes que realmente sea favorecedora para la inclusi贸n educativa y social del alumnado con esta condici贸n.This PhD thesis focuses on the study of the social representation (SR) of Autism Spectrum Disorder (ASD) of pre-service teachers at a Spanish university, and its relation to the portrayal of autism in the media. The research was done through six different studies. In Study 1 of the thesis, a systematic review of teachers' attitudes toward educational inclusion was conducted. The studies included in the review were carried out in Spain and published from 2009 to 2019. With regard to Study 2, the attitudes toward ASD of a group of pre-service teachers were measured explicitly and implicitly before and after a short-term training on autism. Concerning Study 3, it consisted of comparing the prevalence of neuromyths about the health and emotional competencies of individuals with ASD among three groups of pre-service teachers: first-year prospective teachers, fourth-year prospective teachers, and Special Education (SE) or Speech-Language (SL) prospective teachers. Study 4 also focused on analyzing the knowledge of a group of pre-service teachers in their final year of initial training. Participants were asked about their knowledge of the organization and functioning of the Communication and Language classrooms. The interest in this issue is because a large portion of children with ASD attends these classrooms in the mainstream school in the Valencian Community. The main goal was to investigate if there were differences in the knowledge of this resource between SE and SL pre-service teachers and those belonging to other specialties. In Study 5 an analysis of the evolution of the presence and portrayal of autism in three Spanish newspapers in three different years (1999, 2009, and 2019) was performed. Similarly, Study 6 explored the content of the Spanish-language autism videos posted on YouTube, as well as their quality and popularity. Important conclusions are derived from the findings of each study and their subsequent discussion. First, the SR of ASD of pre-service teachers involved in this research was not entirely favorable for the educational and social inclusion of students with autism, neither in its attitude dimension nor in its knowledge dimension. Concerning the representation of ASD in the two media analyzed, over the last decades, the Spanish print media has not only increased the frequency of annual ASD publications but also, the topic of news has evolved in ways that may be more conducive to raising public awareness of ASD. Nonetheless, neither the press nor YouTube seem to be adequate support for non-formal scientific education. A few conclusions are drawn about how to contribute from initial teacher training to the construction of a teachers' SR of ASD that supports the educational and social inclusion of students with this condition
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