Advance and Immediate Request Admission: A Preemptable Service Definition for Bandwidth Brokers

Differentiated Services Architecture lacks control level functionalities and Bandwidth Brokers are proposed to fill that gap. In order to provide proper control level functionalities, Bandwidth Brokers need to provide services for both advance requests and immediate requests. There is a tradeoff between preemption of immediate flows and utilization of links. It is important for a resource manager to provide the promised QoS level to a flow without any preemption. In this study, we solve the preemption and the experienced QoS problem by defining a preemptable service and explain how this service works and also show the performance and scalability characteristics of resource manager with the addition of a preemptable service

Revenue Management of Reusable Resources with Advanced Reservations

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137568/1/poms12672_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/137568/2/poms12672.pd

Theory and Application of Dynamic Spatial Time Series Models

Stochastic economic processes are often characterized by dynamic interactions between variables that are dependent in both space and time. Analyzing these processes raises a number of questions about the econometric methods used that are both practically and theoretically interesting. This work studies econometric approaches to analyze spatial data that evolves dynamically over time. The book provides a background on least squares and maximum likelihood estimators, and discusses some of the limits of basic econometric theory. It then discusses the importance of addressing spatial heterogeneity in policies. The next chapters cover parametric modeling of linear and nonlinear spatial time series, non-parametric modeling of nonlinearities in panel data, modeling of multiple spatial time series variables that exhibit long and short memory, and probabilistic causality in spatial time series settings

A study of the feasibility of employing cable television in the Winston-Salem/Forsyth County public schools

It was the purpose of the study to investigate the feasibility of employing cable television in the Winston-Salem/Forsyth County Public Schools. Relevant literature and research findings were reviewed concerning the nature and educational benefits of television as instructional television, educational television, closed-circuit television and cable television. It was concluded that the use of cable television in the Winston-Salem/Forsyth County Schools could be of educational benefit to the system. Present status of television in the Winston-Salem/Forsyth County school system was analyzed, and estimated cost figures for various proposed CATV configurations in the Winston-Salem/Forsyth County Public Schools were presented. Problems associated with the use of instructional television in the schools were discussed, and possible economies and benefits deriving from the use of cable television in the Winston-Salem/Forsyth County Schools were enumerated. The concept of feasibility was defined through investigation of the physical, legal, pedagogical, administrative, technical, economic, and political aspects involved in the employment of cable television in the Winston-Salem/Forsyth County Public Schools

Teachers Learning to Teach: A Phenomenological Exploration of the Lived Experience of Cognitive Load for Novice Teachers

Cognitive load is a relevant phenomenon experienced by novice teachers moment-to-moment in complex classroom environments. Teachers learning to teach within the classroom daily encounter mental workload, but the latter has played little part in learning design for teachers, although other professions demanding complex performanes have made use of Cognitive Load Theory and Cognitive Task Analysis for learning design and for the reduction of cognitive load. Exploration of the lived experience of cognitive load was the focus of this study. The purpose of this phenomenological study was to describe the limits of mental capacity and the mental liberty experienced by teachers who undergo different levels and types of cognitive load. The researcher exposed the multiple directions of awareness that result from looking at learning to teach through this lens, how teachers perceive the availability and immediacy of mental resources, and reconstruct lived experiences in the moment of classroom teaching. The consequenes of cognitive load, the resulting experiences from having undergone it, are explored as automaticity and higher levels of load reveal various levels and types of learning. New directions of learning design for teachers based on expertise transfer and complex learning models are proposed

Teachers Learning to Teach: A Phenomenological Exploration of the Lived Experience of Cognitive Load for Novice Teachers

Cognitive load is a relevant phenomenon experienced by novice teachers moment-to-moment in complex classroom environments. Teachers learning to teach within the classroom daily encounter mental workload, but the latter has played little part in learning design for teachers, although other professions demanding complex performanes have made use of Cognitive Load Theory and Cognitive Task Analysis for learning design and for the reduction of cognitive load. Exploration of the lived experience of cognitive load was the focus of this study. The purpose of this phenomenological study was to describe the limits of mental capacity and the mental liberty experienced by teachers who undergo different levels and types of cognitive load. The researcher exposed the multiple directions of awareness that result from looking at learning to teach through this lens, how teachers perceive the availability and immediacy of mental resources, and reconstruct lived experiences in the moment of classroom teaching. The consequenes of cognitive load, the resulting experiences from having undergone it, are explored as automaticity and higher levels of load reveal various levels and types of learning. New directions of learning design for teachers based on expertise transfer and complex learning models are proposed