title: Node.js scalability investigation in the cloud

authors: Zhu, Jiapeng

subjects: computer science

abstract: Node.js has gained popularity in cloud development due to its asynchronous, non-blocking and event-driven nature. However, scalability issues can limit the number of concurrent requests while achieving an acceptable level of performance. To the best of our knowledge, no cloud-based benchmarks or metrics focusing on Node.js scalability exist. This paper presents the design and implementation of Ibenchjs, a scalability-oriented benchmarking framework, and a set of sample test applications. We deploy Ibenchjs in a local and isolated cloud to collect and report scalability-related measurements and issues of Node.js as well as performance bottlenecks. Our findings include: 1) the scaling performance of the tested Node.js test applications was sub-linear; 2) no improvements were measured when more CPUs were added without modifying the number of Node.js instances; and 3) leveraging cloud scaling solutions significantly outperformed Node.js-module-based scaling.

text: Node.js scalability investigation in the cloud Node.js has gained popularity in cloud development due to its asynchronous, non-blocking and event-driven nature. However, scalability issues can limit the number of concurrent requests while achieving an acceptable level of performance. To the best of our knowledge, no cloud-based benchmarks or metrics focusing on Node.js scalability exist. This paper presents the design and implementation of Ibenchjs, a scalability-oriented benchmarking framework, and a set of sample test applications. We deploy Ibenchjs in a local and isolated cloud to collect and report scalability-related measurements and issues of Node.js as well as performance bottlenecks. Our findings include: 1) the scaling performance of the tested Node.js test applications was sub-linear; 2) no improvements were measured when more CPUs were added without modifying the number of Node.js instances; and 3) leveraging cloud scaling solutions significantly outperformed Node.js-module-based scaling.

year: 2018

title: Adversarial risk analysis for first-price sealed-bid auctions.

authors: Ejaz, Muhammad

subjects: adversarial risk analysis

abstract: Adversarial risk analysis (ARA) is an upcoming methodology that is considered to haveadvantages over the traditional decision-theoretic and game-theoretic approaches. ARAsolutions for ﬁrst-price sealed-bid (FPSB) auctions have been found but only under strongassumptions which make the model somewhat unrealistic. In this paper, we use ARAmethodology to model FPSB auctions using more realistic assumptions. We deﬁne a newutility function that considers bidders’ wealth, we assume a reserve price and ﬁnd solutionsnot only for risk-neutral but also for risk-averse as well as risk-seeking bidders. We modelthe problem using ARA for non-strategic play and level-k thinking solution concepts.

text: Adversarial risk analysis for first-price sealed-bid auctions. Adversarial risk analysis (ARA) is an upcoming methodology that is considered to haveadvantages over the traditional decision-theoretic and game-theoretic approaches. ARAsolutions for ﬁrst-price sealed-bid (FPSB) auctions have been found but only under strongassumptions which make the model somewhat unrealistic. In this paper, we use ARAmethodology to model FPSB auctions using more realistic assumptions. We deﬁne a newutility function that considers bidders’ wealth, we assume a reserve price and ﬁnd solutionsnot only for risk-neutral but also for risk-averse as well as risk-seeking bidders. We modelthe problem using ARA for non-strategic play and level-k thinking solution concepts.

year: 2021

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024