Interface adaptor logic: A new model for interfacing peripherals in IP based designs

The introduction of standard on-chip buses has eased integration and boosted the production of IP functional cores. However, once an IP is bus specific retargeting to a different bus is time-consuming and tedious, and this reduces the reusability of the bus-specific IP. As new bus standards are introduced and different interconnection methods are proposed, this problem increases. Many solutions have been proposed, however these solutions either limit the IP block performance or are restricted to a particular platform. A new concept is presented that can connect IP blocks to a wide variety of interface architectures with low overhead. This is achieved through the use a special interface adaptor logic layer.

Pattern-based reuse of successful designs: usability ofsafety-critical systems

Users of safety-critical systems are expected to effectively control or monitor complex systems, with errors potentially leading to catastrophe. For such systems, safety is of paramount importance and must be designed into the human-machine interface. While many case studies show how inadequate design practice led to poor safety and usability, concrete guidance on good design practices is scarce. The paper argues that the pattern language paradigm, widely used in the software design community, is a suitable means of documenting appropriate design strategies. We discuss how typical usability-related properties (e.g., flexibility) need some adjustment to be used for assessing safety-critical systems, and document a pattern language, based on corresponding "safety-usability" principles

Investigating Concept Mapping and Stimulated Recall to Reveal Academic Teacher Beliefs and how they are enacted through learning designs for the Web

Increasingly, academic teachers are designing their own web sites to add value to or replace other forms of university teaching. These web sites are tangible and dynamic constructions that represent the teachers thinking and decisions derived from an implicit belief system about teaching and learning. The emphasis of this study is to explore the potential of the research techniques of concept-mapping and stimulated recall to locate the implicit pedagogies of academic teachers and investigate how they are enacted through the learning designs of their web sites. The rationale behind such an investigation is that once these implicit belief systems are made visible, then conversations can commence about how these beliefs are transformed into practice, providing a potent departure point for academic development.