This thesis is focused on a web application security subject with an emphasis on ASP.NET MVC platform. Its primary objective is to create a comprehensive methodology for systematic verification of web application security, which contains specific implementation details intended for developers and testers. The methodology takes categorization, technical details and individual vulnerabilities from multiple sources and enhances them with specific examples. Work is valuable for developers and testers of mentioned platform mainly because it provides detailed information not included in available methodologies.

The main aim of this piece of work is to propose an adjustment to the ICE methodology with an increased applicability for small projects. The emphasis is especially given to the most important areas of the methodology that can be easily adjusted or simplified. The theoretical part of this paper consists of four main chapters. The first chapter is called "Project and Project Management". This chapter holistically explains the meaning of project and project management terms. It describes a project from a general point of view and looks at its individual components. The second chapter so called "Methodology" explores particular project management methodologies. It focuses on two basic project lifecycle models along with an analysis of traditional and agile methodologies. The third "Small Project Methodologies" chapter examines the modified methodologies suitable for management of small projects. The final chapter of the theoretical part is the "ICE Methodology Analysis". The analysis represents the key pillar for this work without which the practical part could not be concluded. The practical part of this piece of work focuses on specifics of the ICE methodology modification in accordance with the analysis carried out in the theoretical part. The basis for this modification is represented by the general methodology framework for small projects. The general framework is fully based on the analysis undertaken in the theoretical part of this paper and plays a significant role in the ICE methodology modification process. The main areas of the ICE methodology modification are defined in "The ICE Methodology for Small Projects - Simplification Proposal". The practical part's conclusion presents the unmodified and modified ICE methodology comparison.

Purpose of this thesis is to create a methodology for Eclipse plugin development based on Methodology for small software projects (MMSP). Methodology designed in this thesis can be used by developers who develop plugins for Eclipse. First part describes Eclipse platform, its architecture and its fundamental principles, Eclipse Rich Client Platform and Eclipse Integrated Development Environment. Another topic presented in this part is framework for automated testing of web applications Selenium, which relates to practical part of the thesis. Methodology for small software projects is pre-sented next with Eclipse plugin development extensions. Practical part of this thesis deals with development of Eclipse Selenium plugin for Integra-ted Testing Node project. This part provides examples of principles of methodology presen-ted in first part of the thesis and provides basic description of functions of the plugin. The result of this part is working Eclipse plugin.

Planning procedural theories articulate how planning agencies should deal with uncertainty. This thesis evaluates the appropriateness of three such theories--Rational Comprehensive (RC), Disjointed Incrementalism (DI), and Social Learning (SL)--in a context of resource region uncertainty. The thesis first proposes guidelines from Northeast British Columbia (NEBC) planning experience; the guidelines are informed by the successes, failures, and issues evident from agency responses to uncertainty and together propose that agencies should be centrally concerned with understanding the conditions--or the generic nature--of uncertainty. The thesis then uses these guidelines as standards by which- the three planning theories are evaluated. The evaluation reveals that the three theories generally ignore factors governing how agencies formulate and apply knowledge in the face of uncertainty. Future theory-building should elaborate how planning procedures can adduce the incisive understanding of uncertainty needed for policy design. 1. Export Market Uncertainty. The first condition identified in NEBC is that export market uncertainty varies by depth; that is, some events form and frequency are more readily predictable than others. Classifying depths of uncertainty enables agencies to decide whether so-called risk strategies-- which presume knowledge of probabilities--should be employed. If used' in NEBC, RC and DI styles would, befitting their namesakes, produce distinct descriptions of export market uncertainties; both, however, fail to provide the analytical knowledge needed for policy design. More meaningful information results from SL’s focus on understanding the predictability of events; this strength, however, is limited as SL does not explain how its decentralized planning structures would integrate the diverse views needed to properly classify the depths of export market uncertainties. A second condition is that uncertain events vary by location. In NEBC, some unpredictable export market forces could be stabilized by planning policies whereas others were truly ‘external’. Agencies should identify those export market forces which could be treated by policy and then estimate the costs and benefits of such assertive policy. This task can minimize costly and unpredictable boom-bust cycles. None of the three theories suggest the need for such an assessment, apparently assuming that an agency has little discretion or little to gain in dealing with export market forces. 2. Natural Systems Uncertainty. Natural systems uncertainties should also be classified by depth. As for export market uncertainty, RC and DI do not envision such a process; SL, in contrast, recognizes the need to classify depths, but it is unclear how a wide-based review required in NEBC could be achieved by a SL ‘decentralized’ planning hierarchy. Non-scientific factors determine how scientists select and apply scientific theories in the resolution of natural systems uncertainty. That economic, social, and cultural factors can distort predictability is a condition recognized in the philosophy of science, but unfortunately it attracts little attention in the three subject theories. 3. Uncertainty over Planning Agency Intentions. Many agencies participate in NEBC regional planning, raising the spectre of costly policy contradictions and duplications. Agencies, however, face financial and intelligence limitations, and therefore need to explicitly consider the need for and costs and benefits of consultation. All three theories hail the need to consult but naively assume that analysts will somehow define an appropriate level of consultation. 4. Public Value Uncertainty. In NEBC, social and economic factors dictate that agencies will obtain a necessarily limited view of public values. Planning agencies need to carefully assess the potentially high costs and benefits of public participation (or non-participation). All theories stress the need to survey public values, but SL’s mutual learning would best clarify policy alternatives attuned to local values. Mutual learning, however, is not a panacea, as it overlooks political reluctance to use it and ignores how non-participating societal groups should be engaged in the process. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Agreement between trained and untrained coders in assessing television content was investigated. A model integrating the different approaches to content analysis was proposed. The model contains three dimensions: audience coders versus expert coders, microanalysis versus macroanalysis, and quantitative versus qualitative analysis. The audience versus expert coders facet of that model was evaluated by having university students watch and assess the content of 24 television programs chosen from prime-time on the basis of their popularity. They were not trained in content analysis and did not know the questions about which they were asked until after viewing their program. Their evaluations were compared with similar evaluations given previously by trained (expert) coders. Each of the 24 programs was watched by 5 male and 5 female naive coders (total N=240). The groups were balanced for ethnicity and socioeconomic status. A statistic developed especially for this research was used to compare the naive and expert ratings on 22 selected variables. The results indicated that untrained and trained coders in general evaluated the programs similarly. Moreover, the questions on which the experts tended not to agree (that is, were unreliable) were generally the same ones on which the untrained coders did not agree, both amongst themselves and with the experts. / Arts, Faculty of / Psychology, Department of / Graduate

Private family garden + phenomenology + deconstructivism; alias landscape design cooking a la Czech is a thesis project the main purpose of which was to answer authors questions concerning the practical use of the two design approaches applied to project for a real site through a development of designs driven by the principles of the respective styles/movements. Emphasis were paid to the influence the movements have on architectural and garden design. Second aim was to investigate the appropriateness and usefulness of designing through a model creation in a miniaturised simulation of the real situation in three dimensions. Following, and the last step, was to investigate the effectiveness of the model to communicate and truthfully represent/simulate the impact of the proposed design interventions. Throughout the work on the project, stages and consecutive steps taken were recorded to document the process. Development of the project was divided into several phases. First, suitable site was chosen and data related to the property gathered. Second, phenomenology and deconstructivism had been studied - mainly through looking at precedent design work and development of visual annotated analysis. Third step, happening simultaneously with second, was creation of a model simulating the current state and conditions on the site. Fourth, preliminary design proposals were developed. As a reflection on step four, design guidelines were developed (step five) to provide more steady ground/base for development of a coherent and better focused final design, which was the product of step six. In the seventh step, a rough model of the final design was developed and had been gradually refined into a stage of a final model with minor changes to the design elements occurring throughout the process. The changes were executed as they became desirable after the three dimensional simulation of the proposed design was developed and a higher level of understanding of the spatial relations was achieved. In conclusion, a high effectiveness of the model "to tell the story" was observed and emphasized even further by digital photo-documentation targeted to "draw the viewer into the model space." Lessons about time demands for the model creation were learned and better level of understanding the way deconstructivism and phenomenology reflect in design work was achieved. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

This investigation sought to discover, identify and describe in-session change episodes in marital Experiential Systemic Therapy (Friesen et al., 1989) through a naturalistic discovery-oriented methodology. This study responds to calls made regarding the need to study complex and intricate processes, such as psychotherapy (Greenberg, 1986), via discovery-oriented methods (Mahrer, 1988). The observational analysis of 40 videotaped-sessions, of three couples, revealed the presence of ten episodes of change. The actions and interactions of the members of the therapeutic system in these episodes were analyzed via the grounded theory method of analysis. This analysis generated a conceptual framework describing the internal structure of change. The resulting conceptual framework consisted of a core category named synergetic shifting. This category refers to an interactional process in which the partners with the assistance of the therapist moved away from rigid, distancing and alienating interactional patterns toward interpersonal flexibility, compassion and affiliation by working through blocks hindering the couples' engagement and intimate connection. Synergetic shifting consists of four client and three therapist categories. Within the progressive nature of synergetic shifting, the client categories were: (1) owning one's part in the relational conflict; (2) couple contacting: restricted and limited; (3) couple working through blocks to intimacy; and (4) couple engaging compassionately. The therapist's actions and interactions were categorized under supporting, transitional and shifting operations. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This dissertation examined how psychological variables associated with selfcontrol related to abusiveness in situations of intimate conflict. The variables of interest were efficacy, need for power and responsibility. These variables were examined relative to other predictors of abuse such as the Abusive Personality (Dutton, 1994b), a construct of personality features that predispose some men to intensely aversive emotional arousal in their intimate relationship, leading to abusiveness. The research is relevant to the experience of those men with the characteristics of Abusive Personality, as well as those who may not have those predispositional features. The first step of the project was the development of the Power, Conflict Efficacy and Responsibility Questionnaire (PCERQ), with its four sub-scales: (1) Conflict Ineffectiveness (CI; lack of conflict efficacy), (2) N-Power (NP; need for power), (3) Standards of Non-Abusiveness (SNA; one part of responsibility), and (4) Exonerative Rationalizations (ER; cognitions complicit with inconsistent self-control - a second part of responsibility). These sub-scales were developed on the basis of data collected from samples of undergraduate males in dating relationships (n = 147), men in treatment groups for wife assault (n = 50), and a community sample of men (n = 27). Results from regression equations predicting self-reported abuse with the PCERQ sub-scales, along with other theoretically-relevant measures, found that CI was a prominent and consistent predictor of both verbal and physical abuse. The interaction of the NP and ER sub-scales significantly predicted physical abuse, as did the interaction of the CI sub-scale with the Abusive Personality (the most abusive participants had the highest scores on both Abusive Personality and Conflict Ineffectiveness). These results show the importance of considering both situational conflict experiences, along with personality and life history variables, when examining wife assault. / Arts, Faculty of / Psychology, Department of / Graduate

M.A. / Please refer to full text to view abstract

M.Ed. / In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.