L
Lydia Lau
Researcher at University of Leeds
Publications - 61
Citations - 624
Lydia Lau is an academic researcher from University of Leeds. The author has contributed to research in topics: Requirements elicitation & Linked data. The author has an hindex of 12, co-authored 61 publications receiving 563 citations.
Papers
More filters
Journal ArticleDOI
The Blind Men and the Elephant: Towards an Empirical Evaluation Framework for Software Sustainability
Colin C. Venters,Lydia Lau,Michael K. Griffiths,Violeta Holmes,Rupert Ward,Caroline Jay,Charlie E. Dibsdale,Jie Xu +7 more
TL;DR: A definition of software sustainability is proposed and how it can be measured empirically in the design and engineering process of software systems is considered.
Proceedings ArticleDOI
Multi-tenancy in Cloud Computing
TL;DR: An attack model based on a threat model designed to take advantage of Multi-Tenancy situation only is proposed which will try to recognize the proposed attack model empirically from Google trace logs.
Software Sustainability: The Modern Tower of Babel
Colin C. Venters,Caroline Jay,Lydia Lau,Michael K. Griffiths,Violeta Holmes,Rupert Ward,Jim Austin,Charlie E. Dibsdale,Jie Xu +8 more
TL;DR: The preliminary analysis suggests that the concept of software sustainability is complex and multifaceted with any consensus towards a shared definition within the field of software engineering yet to be achieved.
Journal ArticleDOI
Making sense of digital traces: An activity theory driven ontological approach
TL;DR: A theory-driven approach to ontology development that supports semantic augmentation of digital traces and argues that activity theory can be used to develop more insightful conceptual models of ill-defined activities.
Book ChapterDOI
Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies
TL;DR: The findings show that participants who engaged in constructive learning have improved their conceptual understanding of presentation skills, while those who exhibited more passive ways of learning have not improved as much as constructive learners.