title: Passive detection of TCP congestion events

authors: Alcock, Shane

subjects: computer science

abstract: Detailed passive analysis of TCP sender behaviour requires accurate identification of congestion events. Previous tools that attempt to provide such information do not incorporate the behaviour of recent operating systems and TCP features and are therefore of little use to researchers analysing contemporary TCP traffic. In this paper, we present a new tool for identifying and classifying TCP congestion events from a passive packet trace, called tcpcsm, which understands modern operating system TCP behaviour. We discuss the major problems that occur when passively identifying TCP congestion events and describe how tcpcsm solves them. We also show that tcpcsm is more accurate than previous tools using a series of controlled experiments involving a variety of operating systems.

text: Passive detection of TCP congestion events Detailed passive analysis of TCP sender behaviour requires accurate identification of congestion events. Previous tools that attempt to provide such information do not incorporate the behaviour of recent operating systems and TCP features and are therefore of little use to researchers analysing contemporary TCP traffic. In this paper, we present a new tool for identifying and classifying TCP congestion events from a passive packet trace, called tcpcsm, which understands modern operating system TCP behaviour. We discuss the major problems that occur when passively identifying TCP congestion events and describe how tcpcsm solves them. We also show that tcpcsm is more accurate than previous tools using a series of controlled experiments involving a variety of operating systems.

year: 2011

title: The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives.

authors: Fox-Turnbull, Wendy

subjects: Meaning Making:

abstract: This article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. 
The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.

text: The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives. This article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. 
The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.

year: 2022-06-15

title: An Interactive User Management System for Multilingual Documents: A case study of the Pei Jones collection

authors: Cader, Papitha

subjects: Greenstone Digital Library

abstract: Can general purpose DL software architecture be designed to provide a flexible environment that supports both the management and end-user roles through a single unified web interface? In particular we take the collected correspondence of the Māori scholar Dr. Pei Jones and undertake case study of how this approach can be applied in a practical way.

text: An Interactive User Management System for Multilingual Documents: A case study of the Pei Jones collection Can general purpose DL software architecture be designed to provide a flexible environment that supports both the management and end-user roles through a single unified web interface? In particular we take the collected correspondence of the Māori scholar Dr. Pei Jones and undertake case study of how this approach can be applied in a practical way.

year: 2012