title: A semi-formal framework for describing interaction design spaces

authors: Bowen, Judy

subjects: computer science

abstract: Interactive system design is typically more successful if it is an iterative process involving collaboration between multi-disciplinary teams with different viewpoints. While some sub-teams may focus on the creative aspects of the user interface design and other sub-groups on the implementation of required functionality, all must ensure that they are working towards the same goal. They must also satisfy the requirements and needs of all stakeholders. Although many suggestions have been made as to how such design might be supported in a more formal way (such as by using a model-driven process), less focus has been given to managing the co-ordination of design sub-teams following a creative process. In this paper we propose a semi-formal framework to describe and to compare design spaces, and the external design representations within those spaces. The framework is based on ideas from interaction design and on formal refinement approaches. It suggests a distinction of design options into alternatives and variants to describe and guide processes of idea generation and convergence within, and between, different design sub-spaces and sub-groups. We provide a small example to illustrate our approach and to show how it can be implemented by using standard formal approaches alongside less formal design notations and human-computer interaction processes.

text: A semi-formal framework for describing interaction design spaces Interactive system design is typically more successful if it is an iterative process involving collaboration between multi-disciplinary teams with different viewpoints. While some sub-teams may focus on the creative aspects of the user interface design and other sub-groups on the implementation of required functionality, all must ensure that they are working towards the same goal. They must also satisfy the requirements and needs of all stakeholders. Although many suggestions have been made as to how such design might be supported in a more formal way (such as by using a model-driven process), less focus has been given to managing the co-ordination of design sub-teams following a creative process. In this paper we propose a semi-formal framework to describe and to compare design spaces, and the external design representations within those spaces. The framework is based on ideas from interaction design and on formal refinement approaches. It suggests a distinction of design options into alternatives and variants to describe and guide processes of idea generation and convergence within, and between, different design sub-spaces and sub-groups. We provide a small example to illustrate our approach and to show how it can be implemented by using standard formal approaches alongside less formal design notations and human-computer interaction processes.

year: 2016

title: A review of urban climatology

authors: McBoyle, G.R.

abstract: The review attempts to elucidate the history of interest and the developing research work done in the field of urban climatology, with special emphasis on temperature. References are made to the works of certain researchers whose publications have not yet been translated into the English language. The reference list is by no means complete but contains most of the important works in this field.

text: A review of urban climatology The review attempts to elucidate the history of interest and the developing research work done in the field of urban climatology, with special emphasis on temperature. References are made to the works of certain researchers whose publications have not yet been translated into the English language. The reference list is by no means complete but contains most of the important works in this field.

year: 1968

title: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

text: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

year: 2009