LifeTime-aware Backpressure - a new delay-enhanced Backpressure-based routing protocol

Dynamic Backpressure is a highly desirable family of routing protocols known for their attractive mathematical proprieties. However, these protocols suffer from a high end-to-end delay making them inefficient for real-time traffic with strict endto-end delay requirements. In this paper, we address this issue by proposing a new adjustable and fully distributed Backpressurebased scheme with low queue management complexity, named LifeTime-Aware BackPressure (LTA-BP). The novelty in the proposed scheme consists in introducing the urgency level as a new metric for service differentiation among the competing traffic flows in the network. Our scheme not just significantly improves the quality of service provided for real-time traffic with stringent end-to-end delay constraints, but interestingly protects also the flows with softer delay requirements from being totally starved. The proposed scheme has been evaluated and compared against other state of the art routing protocol, using computer simulation, and the obtained results show its superiority in terms of the achieved end-to-end delay and throughput

Against the epistemicide. : Itinerant curriculum theory and the reiteration of an epistemology of liberation

Echoing Ettore Scola metaphor “Bruti, Sporchi & Cativi”, this chapter challenges how hegemonic and specific (or so called) counter hegemonic curriculum platforms – so connected with Western Eurocentric Modernity – have been able to colonize the field without any prudency to “fabricate” and impose a classed, raced and gendered philosophy of praxis, as unique, that drives the field to an ideological surrealism and collective suicide. Such collective suicide framed by a theoretical timesharing unleashed by both dominant and specific counter dominant platforms that tenaciously controlled the circuits of cultural production grooms the field as a ghetto, flooded with rudeness, and miserable ambitions, a theoretical caliphate that wipes out any episteme beyond the Western Eurocentric Modern terrain, insolently droving to sewage of society the needs and desires of students, teachers and the community. Drawing from key decolonial thinkers, this chapter examines the way Western eugenic curriculum of modernity created an abyssal thinking in which ‘this side’ of the line is legitimate and ‘the other side’ has been produced as ‘non-existent’ (Sousa Santos B, Another knowledge is possible. Verso, London, 2007). The paper suggests the need to move a post-abyssal curriculum that challenges dominant and counter dominant traditions within ‘this side’ of the line, and respects ‘the other’ side of the line. The paper challenges curriculum studies to assume a non-abyssal position one that respects epistemological diversity. This requires an Itinerant Curriculum Theory (Paraskeva JM, Conflicts in curriculum theory: Challenging hegemonic epistemologies. Palgrave Macmillan, London, 2011), which is a commitment and a ruthless epistemological critique of every existing epistemology