title: Why aren't we all living in Smart Homes

authors: Suppers, Joris

abstract: Visions of the Future, like the Jetsons cartoons, show homes which are smart and able to control household appliances, to make living easier and more comfortable. Although much research has been carried out into the effectiveness of different visualisation techniques for conveying useful energy consumption information to householders, and in techniques for controlling the timing and coordination of appliance use, these techniques have failed to achieve widespread penetration, and the vision still seems far from a reality. This paper examines the reasons why smart home technologies have so far failed to have any real impact, which is intricately intertwined with the design of visualisations in this context, and why we are not already living in Smart Homes. It examines these questions under four sections: Technology, Consumers, Electricity retailers and Government agencies, using examples from New Zealand’s electricity sector.

text: Why aren't we all living in Smart Homes Visions of the Future, like the Jetsons cartoons, show homes which are smart and able to control household appliances, to make living easier and more comfortable. Although much research has been carried out into the effectiveness of different visualisation techniques for conveying useful energy consumption information to householders, and in techniques for controlling the timing and coordination of appliance use, these techniques have failed to achieve widespread penetration, and the vision still seems far from a reality. This paper examines the reasons why smart home technologies have so far failed to have any real impact, which is intricately intertwined with the design of visualisations in this context, and why we are not already living in Smart Homes. It examines these questions under four sections: Technology, Consumers, Electricity retailers and Government agencies, using examples from New Zealand’s electricity sector.

year: 2014

title: Maintaining SLOs of cloud-native applications via self-adaptive resource sharing

authors: Podolskiy, Vladimir

subjects: computer science

abstract: With changing workloads, cloud service providers can leverage vertical container scaling (adding/removing resources) so that Service Level Objective (SLO) violations are minimized and spare resources are maximized. In this paper, we investigate a solution to the self-adaptive problem of vertical elasticity for co-located containerized applications. First, the system learns performance models that relate SLOs to workload, resource limits and service level indicators. Second, it derives limits that meet SLOs and minimize resource consumption via a combination of optimization and restricted brute-force search. Third, it vertically scales containers based on the derived limits. We evaluated our technique on a Kubernetes private cloud of 8 nodes with three deployed applications. The results registered two SLO violations out of 16 validation tests; acceptably low derivation times facilitate realistic deployment. Violations are primarily attributed to application specifics, such as garbage collection, which require further research to be circumvented.

text: Maintaining SLOs of cloud-native applications via self-adaptive resource sharing With changing workloads, cloud service providers can leverage vertical container scaling (adding/removing resources) so that Service Level Objective (SLO) violations are minimized and spare resources are maximized. In this paper, we investigate a solution to the self-adaptive problem of vertical elasticity for co-located containerized applications. First, the system learns performance models that relate SLOs to workload, resource limits and service level indicators. Second, it derives limits that meet SLOs and minimize resource consumption via a combination of optimization and restricted brute-force search. Third, it vertically scales containers based on the derived limits. We evaluated our technique on a Kubernetes private cloud of 8 nodes with three deployed applications. The results registered two SLO violations out of 16 validation tests; acceptably low derivation times facilitate realistic deployment. Violations are primarily attributed to application specifics, such as garbage collection, which require further research to be circumvented.

year: 2019

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020