title: Towards predictive runtime modelling of Kubernetes microservices

authors: Burroughs, Stephen

subjects: Kubernetes

abstract: Kubernetes is one of the major container management platforms utilised by Cloud Service Providers offering to host applications and services. As cloud based services become more prevalent, platform providers are faced with an increasingly complex problem of trying to meet contracted performance levels. Providers must strike a balance between management of resource allocations and contractual obligations to ensure that their service is profitable, while offering competitive pricing rates for contracts. This research explores performance modelling of microservice application tenants within the Kubernetes container management platform. We present a self-adaptive architecture to achieve modelling at runtime. We establish the potential for automated classification of cloud systems, and utilise a hybridised modelling approach to verify system properties and evaluate performance. We achieve this through the modelling of components as Extended Finite State Machines in WATERS, from which we automate the generating of performance models using the PEPA syntax.

text: Towards predictive runtime modelling of Kubernetes microservices Kubernetes is one of the major container management platforms utilised by Cloud Service Providers offering to host applications and services. As cloud based services become more prevalent, platform providers are faced with an increasingly complex problem of trying to meet contracted performance levels. Providers must strike a balance between management of resource allocations and contractual obligations to ensure that their service is profitable, while offering competitive pricing rates for contracts. This research explores performance modelling of microservice application tenants within the Kubernetes container management platform. We present a self-adaptive architecture to achieve modelling at runtime. We establish the potential for automated classification of cloud systems, and utilise a hybridised modelling approach to verify system properties and evaluate performance. We achieve this through the modelling of components as Extended Finite State Machines in WATERS, from which we automate the generating of performance models using the PEPA syntax.

year: 2021

title: Book review: News 2.0 Can Journalism Survive the Internet?

authors: Lealand, Geoff

subjects: book review

abstract: This article reviews the book: “News 2.0 Can Journalism Survive the Internet?”, by Martin Hirst.

text: Book review: News 2.0 Can Journalism Survive the Internet? This article reviews the book: “News 2.0 Can Journalism Survive the Internet?”, by Martin Hirst.

year: 2011

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013