title: A Study of the Role of Visual Information in Supporting Ideation in Graphic Design

authors: Laing, Simon John

subjects: Science & Technology

abstract: Existing computer technologies poorly support the ideation phase common to graphic design practice. Finding and indexing visual material to assist the process of ideation often fall on the designer, leading to user experiences that are less than ideal. To inform development of computer systems to assist graphic designers in the ideation phase of the design process, we conducted interviews with 15 professional graphic designers about their design process and visual information needs. Based on the study, we propose a set of requirements for an ideation-support system for graphic design.

text: A Study of the Role of Visual Information in Supporting Ideation in Graphic Design Existing computer technologies poorly support the ideation phase common to graphic design practice. Finding and indexing visual material to assist the process of ideation often fall on the designer, leading to user experiences that are less than ideal. To inform development of computer systems to assist graphic designers in the ideation phase of the design process, we conducted interviews with 15 professional graphic designers about their design process and visual information needs. Based on the study, we propose a set of requirements for an ideation-support system for graphic design.

year: 2015-06-01

title: Corporate boards: the new corporate leaders

authors: Mueller, Jens

subjects: shareholders

abstract: The historic view that corporate leaders serving on company boards are merely the legal stewards of shareholders is no longer the best explanation for the role of directors. This stakeholder theory is too simplistic to explain the many differing and sometimes competing interests of inside and outside directors of corporations. Based on large-scale research, we conclude that company directors' roles have become more complex and require a sophisticated skill level to perform well. We find in longitudinal research from 2006-2008 that investors are looking for boards with a diverse set of talents and we speculate that leadership talent is a key ingredient for board success. Stakeholder theory of audit and oversight appears to have been replaced by the "Commitment Theory" where directors affiliate with firms for some intangible greater good of "wishing to contribute". This might indicate a closer and more deeply rooted connection with the outcomes and ideals of firms, and we explore the foundations for this commitment. We also identify a set of leadership skills which are likely to be required from company board directors, in order to convert their enthusiastic commitment into practical relevance. We conclude that committed board directors are essential to establishing good leadership in companies.

text: Corporate boards: the new corporate leaders The historic view that corporate leaders serving on company boards are merely the legal stewards of shareholders is no longer the best explanation for the role of directors. This stakeholder theory is too simplistic to explain the many differing and sometimes competing interests of inside and outside directors of corporations. Based on large-scale research, we conclude that company directors' roles have become more complex and require a sophisticated skill level to perform well. We find in longitudinal research from 2006-2008 that investors are looking for boards with a diverse set of talents and we speculate that leadership talent is a key ingredient for board success. Stakeholder theory of audit and oversight appears to have been replaced by the "Commitment Theory" where directors affiliate with firms for some intangible greater good of "wishing to contribute". This might indicate a closer and more deeply rooted connection with the outcomes and ideals of firms, and we explore the foundations for this commitment. We also identify a set of leadership skills which are likely to be required from company board directors, in order to convert their enthusiastic commitment into practical relevance. We conclude that committed board directors are essential to establishing good leadership in companies.

year: 2009-01

title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09