title: Using formal models to design user interfaces a case study

authors: Bowen, Judy

subjects: computer science

abstract: The use of formal models for user interface design can provide a number of benefits. It can help to ensure consistency across designs for multiple platforms, prove properties such as reachability and completeness and, perhaps most importantly, can help incorporate the user interface design process into a larger, formally-based, software development process. Often, descriptions of such models and examples are presented in isolation from real-world practice in order to focus on particular benefits, small focused examples or the general methodology. This paper presents a case study of developing the user interface to a new software application using a particular pair of formal models, presentation models and presentation interaction models. The aim of this study was to practically apply the use of formal models to the design process of a UI for a new software application. We wanted to determine how easy it would be to integrate such models into our usual development process and to find out what the benefits, and difficulties, of using such models were. We will show how we used the formal models within a user-centred design process, discuss what effect they had on this process and explain what benefits we perceived from their use.

text: Using formal models to design user interfaces a case study The use of formal models for user interface design can provide a number of benefits. It can help to ensure consistency across designs for multiple platforms, prove properties such as reachability and completeness and, perhaps most importantly, can help incorporate the user interface design process into a larger, formally-based, software development process. Often, descriptions of such models and examples are presented in isolation from real-world practice in order to focus on particular benefits, small focused examples or the general methodology. This paper presents a case study of developing the user interface to a new software application using a particular pair of formal models, presentation models and presentation interaction models. The aim of this study was to practically apply the use of formal models to the design process of a UI for a new software application. We wanted to determine how easy it would be to integrate such models into our usual development process and to find out what the benefits, and difficulties, of using such models were. We will show how we used the formal models within a user-centred design process, discuss what effect they had on this process and explain what benefits we perceived from their use.

year: 2007

title: The lithospheric geodynamics of plate boundary transpression in New Zealand: Initiating and emplacing subduction along the Hikurangi margin, and the tectonic evolution of the Alpine Fault system

authors: Furlong, Kevin P.

subjects: plate tectonics of New Zealand

abstract: In contrast to the normal ‘Wilson cycle’ sequence of subduction leading to continental collision and associated mountain building, the evolution of the New Zealand plate boundary in the Neogene reflects the converse—initially a period of continental convergence that is followed by the emplacement of subduction. Plate reconstructions allow us to place limits on the location and timing of the continental convergence and subduction zones and the migration of the transition between the two plate boundary regimes. Relative plate motions and reconstructions since the Early to Mid-Miocene require significant continental convergence in advance of the emplacement of the southward migrating Hikurangi subduction—a sequence of tectonism seen in the present plate boundary geography of Hikurangi subduction beneath North Island and convergence in the Southern Alps along the Alpine Fault. In contrast to a transition from subduction to continental convergence where the leading edge of the upper plate is relatively thin and deformable, the transition from a continental convergent regime, with its associated crustal and lithospheric thickening, to subduction of oceanic lithosphere requires substantial thinning (removal) of upper plate continental lithosphere to make room for the slab. The simple structure of the Wadati–Benioff zone seen in the present-day geometry of the subducting Pacific plate beneath North Island indicates that this lithospheric adjustment occurs quickly. Associated with this rapid lithospheric thinning is the development of a series of ephemeral basins, younging to the south, that straddle the migrating slab edge. Based on this association between localized vertical tectonics and slab emplacement, the tectonic history of these basins records the effects of lithospheric delamination driven by the southward migrating leading edge of the subducting Pacific slab. Although the New Zealand plate boundary is often described as simply two subduction zones linked by the transpressive Alpine Fault, in actuality the present is merely a snapshot view of an ongoing and complex evolution from convergence to subduction.

text: The lithospheric geodynamics of plate boundary transpression in New Zealand: Initiating and emplacing subduction along the Hikurangi margin, and the tectonic evolution of the Alpine Fault system In contrast to the normal ‘Wilson cycle’ sequence of subduction leading to continental collision and associated mountain building, the evolution of the New Zealand plate boundary in the Neogene reflects the converse—initially a period of continental convergence that is followed by the emplacement of subduction. Plate reconstructions allow us to place limits on the location and timing of the continental convergence and subduction zones and the migration of the transition between the two plate boundary regimes. Relative plate motions and reconstructions since the Early to Mid-Miocene require significant continental convergence in advance of the emplacement of the southward migrating Hikurangi subduction—a sequence of tectonism seen in the present plate boundary geography of Hikurangi subduction beneath North Island and convergence in the Southern Alps along the Alpine Fault. In contrast to a transition from subduction to continental convergence where the leading edge of the upper plate is relatively thin and deformable, the transition from a continental convergent regime, with its associated crustal and lithospheric thickening, to subduction of oceanic lithosphere requires substantial thinning (removal) of upper plate continental lithosphere to make room for the slab. The simple structure of the Wadati–Benioff zone seen in the present-day geometry of the subducting Pacific plate beneath North Island indicates that this lithospheric adjustment occurs quickly. Associated with this rapid lithospheric thinning is the development of a series of ephemeral basins, younging to the south, that straddle the migrating slab edge. Based on this association between localized vertical tectonics and slab emplacement, the tectonic history of these basins records the effects of lithospheric delamination driven by the southward migrating leading edge of the subducting Pacific slab. Although the New Zealand plate boundary is often described as simply two subduction zones linked by the transpressive Alpine Fault, in actuality the present is merely a snapshot view of an ongoing and complex evolution from convergence to subduction.

year: 2009

title: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand

authors: Cruse, Diana Caroline Annavale

subjects: Engagement

abstract: This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

text: Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand This research sees my interests coalesce into a particular focus on how collaborative partnerships with parents/caregivers can provide whānau Māori with opportunities to strengthen wellbeing in their own lives. It is located in Aotearoa New Zealand and within the context of Te Whāriki (Ministry of Education, 1996), Aotearoa New Zealand’s early childhood curriculum.  The Ministry of Education has a target that 98% of all children in Aotearoa New Zealand under 5 will attend an early childhood education setting (Ministry of Education, 2016), with Māori children having lower participation rates than the national participation rate (Ministry of Education, 2013).  The premise for this thesis is that meaningful whānau engagement in early learning contexts within Aotearoa New Zealand can empower whānau Māori, and honour the promises made in Te Tiriti o Waitangi of partnership, participation, and protection.
Therefore, this thesis sets out to examine what constitutes meaningful engagement for whānau Māori in an early childhood setting in Aotearoa New Zealand, and how meaningful engagement can assist whānau to enjoy an increase of wellbeing.
To explore this issue, I conducted research within an early childhood setting in Aotearoa New Zealand, using methodologies of Kaupapa Māori Research and Narrative Inquiry.  I listened to the narratives of whānau Māori indicating how meaningful engagement was created for them, and investigated if links were generated between engagement and wellbeing for their whānau. These links were identified in the literature as significant levers for educational success.
This research discovered three stages of engagement for the whānau Māori who participated in this study: establishing engagement, developing engagement and solidifying engagement.  Once created, meaningful engagement can lead to flourishing, indicating that there is relationship between meaningful engagement and whānau wellbeing.

year: 2017