title: Inferring persistent interdomain congestion

authors: Dhamdhere, Amogh

subjects: computer science

abstract: There is significant interest in the technical and policy communities regarding the extent, scope, and consumer harm of persistent interdomain congestion. We provide empirical grounding for discussions of interdomain congestion by developing a system and method to measure congestion on thousands of interdomain links without direct access to them. We implement a system based on the Time Series Latency Probes (TSLP) technique that identifies links with evidence of recurring congestion suggestive of an under-provisioned link. We deploy our system at 86 vantage points worldwide and show that congestion inferred using our lightweight TSLP method correlates with other metrics of interconnection performance impairment. We use our method to study interdomain links of eight large U.S. broadband access providers from March 2016 to December 2017, and validate our inferences against ground-truth traffic statistics from two of the providers. For the period of time over which we gathered measurements, we did not find evidence of widespread endemic congestion on interdomain links between access ISPs and directly connected transit and content providers, although some such links exhibited recurring congestion patterns. We describe limitations, open challenges, and a path toward the use of this method for large-scale third-party monitoring of the Internet interconnection ecosystem.

text: Inferring persistent interdomain congestion There is significant interest in the technical and policy communities regarding the extent, scope, and consumer harm of persistent interdomain congestion. We provide empirical grounding for discussions of interdomain congestion by developing a system and method to measure congestion on thousands of interdomain links without direct access to them. We implement a system based on the Time Series Latency Probes (TSLP) technique that identifies links with evidence of recurring congestion suggestive of an under-provisioned link. We deploy our system at 86 vantage points worldwide and show that congestion inferred using our lightweight TSLP method correlates with other metrics of interconnection performance impairment. We use our method to study interdomain links of eight large U.S. broadband access providers from March 2016 to December 2017, and validate our inferences against ground-truth traffic statistics from two of the providers. For the period of time over which we gathered measurements, we did not find evidence of widespread endemic congestion on interdomain links between access ISPs and directly connected transit and content providers, although some such links exhibited recurring congestion patterns. We describe limitations, open challenges, and a path toward the use of this method for large-scale third-party monitoring of the Internet interconnection ecosystem.

year: 2018

title: Neoliberalism and knowledge interests in boundaryless careers discourse

authors: Roper, Juliet

subjects: boundaryless careers

abstract: Decades of critical research have established that economic and political ideologies permeate and shape thought, text and action, and academic knowledge production is no exception. This article examines how ideologies might permeate academic texts, by assessing the reach and influence of neoliberalism in research on boundaryless careers. Specifically, it asks: did the emergence and growth of scholarship on boundaryless careers support, challenge, or merely run parallel to the rising dominance of neoliberal ideology? It was found that a diversity of knowledge interests, including managerial, agentic, curatorial and critical interests underlie the production of research on boundaryless careers. However, all four of these knowledge interests are complicit in discursively constructing and aligning the notion of boundaryless careers with neoliberalism in two specific ways. Implications for scholarship on careers and work are discussed.

text: Neoliberalism and knowledge interests in boundaryless careers discourse Decades of critical research have established that economic and political ideologies permeate and shape thought, text and action, and academic knowledge production is no exception. This article examines how ideologies might permeate academic texts, by assessing the reach and influence of neoliberalism in research on boundaryless careers. Specifically, it asks: did the emergence and growth of scholarship on boundaryless careers support, challenge, or merely run parallel to the rising dominance of neoliberal ideology? It was found that a diversity of knowledge interests, including managerial, agentic, curatorial and critical interests underlie the production of research on boundaryless careers. However, all four of these knowledge interests are complicit in discursively constructing and aligning the notion of boundaryless careers with neoliberalism in two specific ways. Implications for scholarship on careers and work are discussed.

year: 2011

title: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'

authors: Karu, Joceleen Helen

subjects: Early childhood education

abstract: This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

text: HE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu' This study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori.
The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.

year: 2015