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Towards resource-efficient reactive and proactive auto-scaling for microservice architectures
Get PDFMicroservice architectures have become increasingly popular in both academia and industry, providing enhanced agility, elasticity, and maintainability in software development and deployment. To simplify scaling operations in microservice architectures, container orchestration platforms such as Kubernetes feature Horizontal Pod Auto-scalers (HPAs) designed to adjust the resources of microservices to accommodate fluctuating workloads. However, existing HPAs are not suitable for resource-constrained environments, as they make scaling decisions based on the individual resource capacities of microservices, leading to service unavailability, resource mismanagement, and financial losses. Furthermore, the inherent delay in initializing and terminating microservice pods hinders HPAs from timely responding to workload fluctuations, further exacerbating these issues. To address these concerns, we propose Smart HPA and ProSmart HPA, reactive and proactive resource-efficient horizontal pod auto-scalers respectively. Smart HPA employs a reactive scaling policy that facilitates resource exchange among microservices, optimizing auto-scaling in resource-constrained environments. For ProSmart HPA, we develop a machine-learning-driven resource-efficient scaling policy that proactively manages resource demands to address delays caused by microservice pod startup and termination, while enabling preemptive resource sharing in resource-constrained environments. Our experimental results show that Smart HPA outperforms the Kubernetes baseline HPA, while ProSmart HPA exceeds both Smart HPA and Kubernetes HPA by reducing resource overutilization, overprovisioning, and underprovisioning, and increasing resource allocation to microservice applications.</p
Household innovation and agency in sustainability transitions
No full textHouseholds have so far received limited and narrow attention in the sustainability transitions literature. This is despite households being recognised routinely in sustainability policies, albeit also often from a rather narrow perspective. In this editorial to the special issue on household innovation and agency in sustainability transitions, we conceptualise households as a social unit, scale, and site that offers a fruitful avenue for research on, and the governance of, sustainability transitions. The editorial introduces 16 articles that make up this special issue and identifies 10 key contributions to transition research, policy and practice. Ultimately, the findings in this special issue recognise increased potential, willingness, possibilities and activity of diverse types of households to participate in sustainability transitions by changing social practices and relationships in the home, and shaping the social context by reaching into the realms of politics, professions, community and business. At the same time the collection recognises that there are limits to what is achievable, not the least within the constraining environment of existing socio-technical systems and politicized contexts.</p
Analyzing Students’ Emerging Roles Based on Quantity and Heterogeneity of Individual Contributions in Small Group Online Collaborative Learning Using Bipartite Network Analysis
Get PDFUnderstanding students’ emerging roles in computer-supported collaborative learning (CSCL) is critical for promoting regulated learning processes and supporting learning at both individual and group levels. However, it has been challenging to disentangle individual performance from group-based deliverables. This study introduces new learning analytic methods based on student–subtask bipartite networks to gauge two conceptual dimensions — quantity and heterogeneity of individual contribution to subtasks — for understanding students’ emerging roles in online collaborative learning in small groups. We analyzed these two dimensions and explored the changes of individual emerging roles within seven groups of high school students (N=21) in two consecutive collaborative learning projects. We found a significant association in the changes between assigned leadership roles and changes in the identified emerging roles between the two projects, echoing the importance of externally facilitated regulation scaffolding in CSCL. We also collected qualitative data through a semi-structured interview to further validate the quantitative analysis results, which revealed that student perceptions of their emerging roles were consistent with the quantitative analysis results. This study contributes new learning analytic methods for collaboration analytics as well as a two-dimensional theoretical framework for understanding students’ emerging roles in small group CSCL.</p
Oculomics:Current concepts and evidence
No full textThe eye provides novel insights into general health, as well as pathogenesis and development of systemic diseases. In the past decade, growing evidence has demonstrated that the eye's structure and function mirror multiple systemic health conditions, especially in cardiovascular diseases, neurodegenerative disorders, and kidney impairments. This has given rise to the field of oculomics-the application of ophthalmic biomarkers to understand mechanisms, detect and predict disease. The development of this field has been accelerated by three major advances: 1) the availability and widespread clinical adoption of high-resolution and non-invasive ophthalmic imaging (“hardware”); 2) the availability of large studies to interrogate associations (“big data”); 3) the development of novel analytical methods, including artificial intelligence (AI) (“software”). Oculomics offers an opportunity to enhance our understanding of the interplay between the eye and the body, while supporting development of innovative diagnostic, prognostic, and therapeutic tools. These advances have been further accelerated by developments in AI, coupled with large-scale linkage datasets linking ocular imaging data with systemic health data. Oculomics also enables the detection, screening, diagnosis, and monitoring of many systemic health conditions. Furthermore, oculomics with AI allows prediction of the risk of systemic diseases, enabling risk stratification, opening up new avenues for prevention or individualized risk prediction and prevention, facilitating personalized medicine. In this review, we summarise current concepts and evidence in the field of oculomics, highlighting the progress that has been made, remaining challenges, and the opportunities for future research.</p
Enhancing Tactile Learning:A Co-Designed System for Supporting Speech Interaction with Multi-Part 3D Printed Models by Students who are Blind
No full text3D printed models (3DPMs) are increasingly used to support the education of students who are blind or have low vision (BLV). As 3DPMs are more widely-adopted, educators are using more complex multi-part models. However, with this increased complexity comes additional challenges for their use, such as supporting audio labels of multiple parts as well as guiding the assembly and disassembly of the model. This work explores the co-design and evaluation of a system that supports the use of multi-part 3DPMs by BLV students. Working with BLV adults and children, as well as educators, an iPad application was developed to support interaction with an insect model, including speech interaction and support for assembly. Evaluation showed that the system was strongly enjoyed by students and educators were enthusiastic as they believed it would increase classroom engagement and inclusion, and its support for voice annotation could be used for assessment.</p
AlphaPIG:The Nicest Way to Prolong Interactive Gestures in Extended Reality
Get PDFMid-air gestures serve as a common interaction modality across Extended Reality (XR) applications, enhancing engagement and ownership through intuitive body movements. However, prolonged arm movements induce shoulder fatigue - known as "Gorilla Arm Syndrome"- degrading user experience and reducing interaction duration. Although existing ergonomic techniques derived from Fitts' law (such as reducing target distance, increasing target width, and modifying control-display gain) provide some fatigue mitigation, their implementation in XR applications remains challenging due to the complex balance between user engagement and physical exertion. We present AlphaPIG, a meta-technique designed to Prolong Interactive Gestures by leveraging real-time fatigue predictions. AlphaPIG assists designers in extending and improving XR interactions by enabling automated fatigue-based interventions. Through adjustment of intervention timing and intensity decay rate, designers can explore and control the trade-off between fatigue reduction and potential effects such as decreased body ownership. We validated AlphaPIG's effectiveness through a study (N=22) implementing the widely-used Go-Go technique. Results demonstrated that AlphaPIG significantly reduces shoulder fatigue compared to non-adaptive Go-Go, while maintaining comparable perceived body ownership and agency. Based on these findings, we discuss positive and negative perceptions of the intervention. By integrating real-time fatigue prediction with adaptive intervention mechanisms, AlphaPIG constitutes a critical first step towards creating fatigue-aware applications in XR.</p
Diversity, Equity, and Inclusion in Computing Science:Culture is the Key, Curriculum Contributes
Get PDFUndergraduate computer science programs worldwide struggle to attract and retain underrepresented students for many reasons. Culture, stereotype threats, uneven gender and racial representations, lack of role models, and uncertain career prospects for minority groups are among the many reasons behind this situation. Many computer science programs are trying to change course through strategies to foster equity, diversity, and inclusion (EDI), aimed at improving outreach, recruitment, admissions, and retention of underrepresented students. EDI approaches may also include modifications to the undergraduate computer science curriculum. However, if not properly planned, these modifications risk amplifying existing stereotypes rather than producing positive change [38]. In this study, through an extensive literature review, a rigorous curriculum analysis of 49 computer science programs across the globe, and qualitative and quantitative analysis of surveys and interviews bringing in the voices of 613 students and 30 educators participating from around the world, we explore equity, diversity, and inclusion in the computer science curriculum. We highlight the role of inclusive content and course design, discuss program flexibility, and the impact of inclusive courses and program design in attracting and retaining historically marginalized students. Finally, we provide concrete steps to make computing science undergraduate curricula more appealing to a diverse audience.</p
A scoping review of the factors contributing to a sense of belonging in early career teachers
No full textTeacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.</p
Who participates in ‘participatory design’ of WASH infrastructure:a mixed-methods process evaluation
Get PDFInclusive participation is critical for community-based water, sanitation and hygiene (WASH) interventions, especially in complex environments such as urban informal settlements. We conducted a mixed-methods, theory-driven process evaluation to evaluate participation, barriers to participation, and participant satisfaction within the Revitalising Informal Settlements and their Environments (RISE) trial in Makassar, Indonesia and Suva, Fiji (ACTRN12618000633280; https://www.anzctr.org.au/). RISE conducted participatory design activities, including community-level design workshops and household visits, to co-design WASH infrastructure. Household surveys, conducted with women and men after RISE participatory design in Makassar (N = 320) and Suva (N = 503), captured self-reported participation in RISE activities and satisfaction with influence over RISE decision-making. We used logistic regression models to assess socio-demographic predictors of participation and satisfaction. Qualitative data were also collected after participatory design and analyzed thematically. Most respondents from Makassar (89%) and Suva (75%) participated in at least one RISE activity. Statistically significant predictors of participation included gender, age, and marital status in Makassar and disability status and education in Suva. Most participants in Makassar (66%) and Suva (70%) were satisfied with their level of influence over RISE decision-making. In Makassar, no significant predictors of satisfaction were identified. In Suva, significant predictors of satisfaction included gender, religion, and marital status, with women wanting more influence and religious minorities and unmarried participants wanting less influence over decisions. Qualitative data showed that most participants felt satisfied by RISE’s inclusive and participatory design, although some residents reported distrust with RISE and feeling excluded from activities by community representatives. While RISE participatory design activities achieved good reach and satisfaction overall, we identified specific gender and social inequities in participation and influence over decision-making. We recommend that WASH interventions reflect on the quality of their engagement with communities and local organizations in order to identify and appropriately include groups of interest.</p
Bridging gaps between theory and practice in inclusive education:Pakistani PSTs’ insights into the HHH apprenticeship framework
No full textThis study suggests an alternative approach for a teacher education course emphasising inclusive education guided by Shulman’s (2004) inclusion by heart, head, and hands (3H) framework in Pakistan. This approach integrates theories into a practical model for university and school-based curricula to reinforce partnerships involving both university academics, including teacher educators, and school teachers, co-teaching an inclusive education course. The aim was to investigate how such collaborative experience influenced the inclusive practices of pre-service teachers (PSTs) over a 6-weeks duration who were given training through a traditional and an apprenticeship approach. From each cohort, 12 PSTs were recruited (Experimental N = 12; Control N = 12), their insights gathered through semi-structured interviews during their practicum and analysed through thematic analysis. Findings indicate that the apprenticeship approach enabled PSTs to integrate real classroom practical examples from collaborating with school teachers, facilitating networks between inclusive education theory and practice in their teaching.</p