title: Measuring Path MTU discovery behaviour

authors: Luckie, Matthew John

subjects: computer science

abstract: Path MTU Discovery (PMTUD) is widely believed to be unreliable because of firewalls that discard ICMP “Packet Too Big”messages. This paper measures PMTUD behaviour for 50,000 popular websites and finds the failure rate in IPv4 is much less than previous studies. We measure the overall failure rate between 5% and 18%, depending on the MTU of the constraining link. We explore methods webserver operators are using to reduce their dependence on PMTUD, and find 11% limit themselves to sending packets no larger than 1380 bytes. We identify a number of common behaviours that seem to be software bugs rather than filtering by firewalls. If these are corrected PMTUD failures could be reduced by 63%. We further find the IPv6 failure rate is less than the IPv4 rate even with more scope for failure in IPv6.

text: Measuring Path MTU discovery behaviour Path MTU Discovery (PMTUD) is widely believed to be unreliable because of firewalls that discard ICMP “Packet Too Big”messages. This paper measures PMTUD behaviour for 50,000 popular websites and finds the failure rate in IPv4 is much less than previous studies. We measure the overall failure rate between 5% and 18%, depending on the MTU of the constraining link. We explore methods webserver operators are using to reduce their dependence on PMTUD, and find 11% limit themselves to sending packets no larger than 1380 bytes. We identify a number of common behaviours that seem to be software bugs rather than filtering by firewalls. If these are corrected PMTUD failures could be reduced by 63%. We further find the IPv6 failure rate is less than the IPv4 rate even with more scope for failure in IPv6.

year: 2010

title: Experiences of NCEA: The challenges and limitations

authors: Arnerich, Amelia

subjects: NCEA

abstract: Aotearoa New Zealand is not exempt from the prevailing issue of student disengagement in education that has worsened since the COVID-19 pandemic. Failure to adequately engage in schooling can prove harmful as it increases the risk of an individual becoming NEET. Youth not in Employment, Education and Training (NEET) is a policy concern, as it demonstrates disengagement in both education and the community which can be detrimental to the economy and society. An engaging curriculum, relevant to the 21st century, is necessary to retain student interest in school. In 2002, the National Certificate of Educational Achievement (NCEA) was introduced as Aotearoa’s main senior secondary school qualification system. The standards-based qualification attempted to address educational inequalities and respond to the need for a dynamic and engaging curriculum. Specifically, NCEA intended to improve accessibility and achievement for marginalised students, providing all individuals, regardless of ethnicity or social standing, the equal opportunity to achieve a senior secondary school qualification. NCEA’s objectives are to prepare students for further training, education, the labour market and to equip them with the skills necessary to actively participate in wider society. This thesis carried out a study on NCEA. The aim of this thesis was to investigate the establishment, implementation, and reform of NCEA policy and practice, to better understand experiences, challenges and limitations encountered by students. The research questions included: How have education policies changed over time in Aotearoa?; What are some of the issues and problems associated with NCEA in practice?; According to academic commentary and past student views, to what extent has NCEA achieved its purposes and objectives? How do some past students view their experience of NCEA? This study utilised a mixed methods approach, examined relevant literature and conducted a survey of past NCEA students. The online survey was designed to evoke insights on student engagement; views on NCEA’s capacity to provide access to relevant 21st century learning; fairness in assessment practices; the extent to which students felt prepared for the workplace and civic duties, school implementation of the qualification system and the NCEA Change Programmes' policy refinements. The survey was an opportunity to enhance past student voice in policy discussion. Findings revealed that the majority of participants were engaged in their learning in some capacity. However, the survey also revealed there was widespread dissatisfaction with NCEA. The literature demonstrated that although NCEA was founded on egalitarian principles and implemented to alleviate educational disparities, it continues to perpetuate pre-existing inequalities. Disengagement and NEET youth remain an ongoing issue. Participants who attended higher decile schools generally had a better NCEA experience. Participants who attended lower decile schools were dissatisfied, in part due to the lack of available educational opportunities. This thesis argues past student experiences highlight engagement and relevance issues in the education system. Additionally, NCEA’s flexible design which enables interschool variation can negatively affect marginalised individuals such as Māori, Pacific Peoples and students from low socioeconomic backgrounds. Finally, this thesis argues there are historical and contemporary systemic barriers to achieving educational equality.

text: Experiences of NCEA: The challenges and limitations Aotearoa New Zealand is not exempt from the prevailing issue of student disengagement in education that has worsened since the COVID-19 pandemic. Failure to adequately engage in schooling can prove harmful as it increases the risk of an individual becoming NEET. Youth not in Employment, Education and Training (NEET) is a policy concern, as it demonstrates disengagement in both education and the community which can be detrimental to the economy and society. An engaging curriculum, relevant to the 21st century, is necessary to retain student interest in school. In 2002, the National Certificate of Educational Achievement (NCEA) was introduced as Aotearoa’s main senior secondary school qualification system. The standards-based qualification attempted to address educational inequalities and respond to the need for a dynamic and engaging curriculum. Specifically, NCEA intended to improve accessibility and achievement for marginalised students, providing all individuals, regardless of ethnicity or social standing, the equal opportunity to achieve a senior secondary school qualification. NCEA’s objectives are to prepare students for further training, education, the labour market and to equip them with the skills necessary to actively participate in wider society. This thesis carried out a study on NCEA. The aim of this thesis was to investigate the establishment, implementation, and reform of NCEA policy and practice, to better understand experiences, challenges and limitations encountered by students. The research questions included: How have education policies changed over time in Aotearoa?; What are some of the issues and problems associated with NCEA in practice?; According to academic commentary and past student views, to what extent has NCEA achieved its purposes and objectives? How do some past students view their experience of NCEA? This study utilised a mixed methods approach, examined relevant literature and conducted a survey of past NCEA students. The online survey was designed to evoke insights on student engagement; views on NCEA’s capacity to provide access to relevant 21st century learning; fairness in assessment practices; the extent to which students felt prepared for the workplace and civic duties, school implementation of the qualification system and the NCEA Change Programmes' policy refinements. The survey was an opportunity to enhance past student voice in policy discussion. Findings revealed that the majority of participants were engaged in their learning in some capacity. However, the survey also revealed there was widespread dissatisfaction with NCEA. The literature demonstrated that although NCEA was founded on egalitarian principles and implemented to alleviate educational disparities, it continues to perpetuate pre-existing inequalities. Disengagement and NEET youth remain an ongoing issue. Participants who attended higher decile schools generally had a better NCEA experience. Participants who attended lower decile schools were dissatisfied, in part due to the lack of available educational opportunities. This thesis argues past student experiences highlight engagement and relevance issues in the education system. Additionally, NCEA’s flexible design which enables interschool variation can negatively affect marginalised individuals such as Māori, Pacific Peoples and students from low socioeconomic backgrounds. Finally, this thesis argues there are historical and contemporary systemic barriers to achieving educational equality.

year: 2024-12-18

title: Kāinga tahi, kāinga rua: A kaupapa Māori response of Te Puea Memorial Marae.

authors: Lee-Morgan, Jenny Bol Jun

abstract: In the winter of 2016, Te Puea Memorial Marae (TPMM) initiated a kaupapa Māori marae-led response, opening their doors to vulnerable whānau seeking emergency housing. Following in the legacy of Te Puea Herangi,¹ the marae answered the call of homeless whānau in Auckland and in doing so disrupted the dominant Auckland housing narrative where the government had until that time refused to acknowledge homelessness as a serious issue. In the full view of the media, TPMM not only made the reality of homelessness visible by caring for 181 people (of all ethnicities and cultural backgrounds), but named the housing situation in Auckland as a ‘crisis’. ²

text: Kāinga tahi, kāinga rua: A kaupapa Māori response of Te Puea Memorial Marae. In the winter of 2016, Te Puea Memorial Marae (TPMM) initiated a kaupapa Māori marae-led response, opening their doors to vulnerable whānau seeking emergency housing. Following in the legacy of Te Puea Herangi,¹ the marae answered the call of homeless whānau in Auckland and in doing so disrupted the dominant Auckland housing narrative where the government had until that time refused to acknowledge homelessness as a serious issue. In the full view of the media, TPMM not only made the reality of homelessness visible by caring for 181 people (of all ethnicities and cultural backgrounds), but named the housing situation in Auckland as a ‘crisis’. ²

year: 2017