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Steve Garner Deana McDonagh‐Philp 《The International Journal of Art & Design Education》2001,20(1):57-64
This paper defines and discusses ‘mood boards’– those assemblages of images and, less frequently, objects, which are used to assist analysis, creativity and idea development in design activity. There is need for discussion since little published information currently exists to guide students and tutors. The paper proposes that mood boards can assist problem finding as well as problem solving. Primarily, mood boards provide a mechanism for students and practising designers to respond to perceptions about the brief, the problem as it emerges and the ideas as they develop. The construction of mood boards potentially stimulates the perception and interpretation of more ephemeral phenomena such as colour, texture, form, image and status. They are, like Debono's lateral thinking techniques, partly responses to an inner dialogue and partly provocation to become engaged in such a dialogue. Examples are drawn from recent work in the field of industrial design at Loughborough University. 相似文献
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Hugh Finsten 《Government Information Quarterly》1985,2(1):13-25
The extent of government involvement in public activity and the highly technical aspects of the issues arising in our legislatures, points to the need for expert assistance for lawmakers. In Canada, this need was addressed at the federal level by the establishment of a research service as a unit of the Parliamentary Library in 1965. This article gives an insight into the structure and variety of services provided by the 50 professionals of the research unit and the new directions it is taking in addressing the challenges in its work for Canada's two Houses of Parliament. 相似文献
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Wilder David H. McKeegan Hugh F. Midkiff Robert M. Skelton Richard C. Dunkerly Robert E. 《Research in higher education》1997,38(2):151-171
Change in 4,119 students' freshman to senior ratings of four educational philosophies (vocational, academic, collegiate, and nonconformist) provided four measures of educational impact. Repeated measures analyses of variance compared changes in philosophy as a function of Greek affiliation, controlling for sex, historical era, major, parents' education, scholastic aptitude, and academic motivation. Small but significantly different degrees of change in the collegiate and nonconformist philosophies suggested that Greek affiliation increased social interests and inhibited some forms of intellectual interests. These small differences across all students masked the moderating effect of major. In the nonconformist philosophy, for example, the Greek × major interaction reflected substantial Greek–independent differences among humanities majors, and progressively smaller differences or reversals among social science, physical science, and engineering majors. Possible interpretations of this interaction are offered. 相似文献