In thispa per, we describe the key lessons from an earlier HCI Educators' conference, held in Limerick in 2006, on 'inventivity' - a term coined to highlight the confluence of inventiveness and creativ ity. There is a distinction between being creative andbein g artistic. HCI education, in terms of creative inventiveness, is not just about artistically pleasing user inte rfaces, but also about solutions that are innovative. We can know much about creativ ity and inventiveness. However, tobe able to teach and train students so that th ey can be creatively inventive, we believe that it would be helpful if educators themselves have personally experienced this. With this in mind, we organised the follow up conference HCIEd 2007 Creativity: Experiencing to Educate and Design. Inventivity was coined to refer to the notiono f inventing creative and innovative solutions. This term was also intended tomean that such solutionsb e more than 'creative', artistic or appealing interfaces as designed by artistic or 'creative types' of people. It was also intended to reflect the creativeness of the solutions that had to be invented. One reason for emphasising this as pect at the conference was that, in HCI design it is easy to mis interpret the focus ofHCI d esign solutions - which should notad dress just visualisation and interaction design, but also address how that visualisation and interactioncreativ ely repr esents and simplifies the complexities in work thatpe ople engage in.

This book records the very first Working Conference of the newly established IFIP Working Group on Human-Work Interaction Design, which was hosted by the University of Madeira in 2006. The theme of the conference was on synthesizing work analysis and design sketching, with a particular focus on how to read design sketches within different approaches to analysis and design of human-work interaction. Authors were encouraged to submit papers about design sketches - for interfaces, for organizations of work etc. - that they themselves had worked on. During the conference, they presented the lessons they had learnt from the design and evaluation process, citing reasons for why the designs worked or why they did not work. Researchers, designers and analysts in this way confronted concrete design problems in complex work domains and used this unique opportunity to share their own design problems and solutions with the community. To successfully practice and do research within Human - Work Interaction Design requires a high level of personal skill, which the conference aimed at by confronting designers and work analysts and those whose research is both analysis and design. They were asked to collaborate in small groups about analysis and solutions to a common design problem.

In thispa per, we describe the key lessons from an earlier HCI Educators' conference, held in Limerick in 2006, on 'inventivity' - a term coined to highlight the confluence of inventiveness and creativ ity. There is a distinction between being creative andbein g artistic. HCI education, in terms of creative inventiveness, is not just about artistically pleasing user inte rfaces, but also about solutions that are innovative. We can know much about creativ ity and inventiveness. However, tobe able to teach and train students so that th ey can be creatively inventive, we believe that it would be helpful if educators themselves have personally experienced this. With this in mind, we organised the follow up conference HCIEd 2007 Creativity: Experiencing to Educate and Design. Inventivity was coined to refer to the notiono f inventing creative and innovative solutions. This term was also intended tomean that such solutionsb e more than 'creative', artistic or appealing interfaces as designed by artistic or 'creative types' of people. It was also intended to reflect the creativeness of the solutions that had to be invented. One reason for emphasising this as pect at the conference was that, in HCI design it is easy to mis interpret the focus ofHCI d esign solutions - which should notad dress just visualisation and interaction design, but also address how that visualisation and interactioncreativ ely repr esents and simplifies the complexities in work thatpe ople engage in.

This book records the very first Working Conference of the newly established IFIP Working Group on Human-Work Interaction Design, which was hosted by the University of Madeira in 2006. The theme of the conference was on synthesizing work analysis and design sketching, with a particular focus on how to read design sketches within different approaches to analysis and design of human-work interaction. Authors were encouraged to submit papers about design sketches - for interfaces, for organizations of work etc. - that they themselves had worked on. During the conference, they presented the lessons they had learnt from the design and evaluation process, citing reasons for why the designs worked or why they did not work. Researchers, designers and analysts in this way confronted concrete design problems in complex work domains and used this unique opportunity to share their own design problems and solutions with the community. To successfully practice and do research within Human - Work Interaction Design requires a high level of personal skill, which the conference aimed at by confronting designers and work analysts and those whose research is both analysis and design. They were asked to collaborate in small groups about analysis and solutions to a common design problem.

The use of stable isotopes in nutritional studies is now widespread, and the technique is becoming increasingly popular. Practical applications are numerous and include: calcium and iron absorption studies, studies looking at the impacts of diet, physical activity, aging, and medical therapy and supplementation on nutrient metabolism, the measurement of energy cost of pregnancy, studies on the causes of growth faltering in infants, and investigations into childhood and adult obesity. This book is designed as a laboratory handbook of methods used to perform stable isotope studies in humans. It covers basic principles, dosage information, sample preparation procedures, analytical instrumentation, and necessary mathematical methods and provides the fundamentals to enable researchers to evaluate and establish stable isotope methods in their own laboratories.

Comprehensive coverage of DNS Server management.

Manage, optimize, and interconnect your Windows 2000 Active Directory networks using DNS and the vital information contained in this comprehensive volume. Networking expert William Wong provides hands-on detail on every aspect of DNS--the address management protocol used by Windows 2000 Active Directory domain controllers. Its all here--from installing and configuring DNS, integrating with DHCP and Active Directory, to employing multimaster replication, using the Internet, and optimizing performance. Windows 2000 DNS Server also contains in-depth coverage of DHCP, WINS, remote system administration, and command line management using DNSCMD.EXE and DNSSTAT.EXE. Plus, youll get 8 pages of network blueprints that illustrate design, installation, and architecture issues.

Learn to:

• Set up and maintain Windows 2000 Active Directory and DNS
  
• Migrate existing Windows NT and UNIX networks to the Windows 2000 DNS
  
• Exploit the interaction between Dynamic DNS, Active Directory, and DHCP
  
• Use DHCP to dynamically update DNS
  
• Simplify administration with the DNS snap-in for the Microsoft Management Console
  
• Deploy automatic zone updates and reverse lookup zones using Active Directory-integrated zones
  
• Centralize and simplify system administration using Active Directory multimaster replication
  
• Master the DNS command-line tools