The purpose of this study was to conduct parametric analyses of verbal behavior developmental protocols used to induce verbal behavioral cusps and capabilities. A parametric analysis detects the relationship between different values of an independent variable and its effects on behavior. Researchers manipulate parameters of an independent variable such as its quantity, rate, latency, intensity, or duration. In this study, the goal of the analysis was to determine how different parameters of developmental protocols affect the time required to induce verbal developmental cusps and how these parameters vary as a function of the differences in the cusps and capabilities present prior to initiating a protocol. In Experiment I, I conducted a parametric analysis of the intensity of an Intensive Tact Instruction (ITI) protocol on the induction of Bidirectional Naming (BiN). I selected eight participants due to absence of BiN in their repertoire while still demonstrating listener literacy and echoic, mand, and tact repertoires. I matched the participants into dyads based on their similarity in BiN level and rate of learning to assess the effects of the full (100 learn unit) intensity and the accelerated (50 learn unit) intensity of the ITI protocol. Results found varied results dependent on the students’ level of cusps/capabilities and degree of BiN at the onset of the intervention. Students with Unidirectional Naming (UniN) and higher capabilities at the onset of the protocol demonstrated that the intensities produced similar effects on inducing BiN; however, the accelerated protocol produced this outcome in fewer learning opportunities, suggesting the efficiency of the accelerated protocol. Students who demonstrated No-incidental Naming (NiN, or independence of listener and speaker repertoires) at the onset of the study demonstrated mixed results from the intervention, regardless of intervention intensity. While UniN could be established with these students with both the full and accelerated intensity of ITI, results on demonstrating BiN in these students varied. The outcomes are discussed in terms of efficiency and cost effectiveness, as well as the significance of conducting parametric analyses on protocols. In Experiment II, I conducted a parametric analysis of the stringency of an Auditory Match-to-Sample (AM) protocol on the induction of accurate echoics. I again matched participants into dyads based on their rate of learning and their similarity in echoic responses, to test the effects of the full (90% accuracy across 20 trials) criterion and the accelerated (5 consecutive correct responses) criterion of the AM protocol. Participants demonstrated increases in their full echoic emissions following the AM intervention, regardless of the stringency of the criterion delivered (i.e., full vs. accelerated). Results across both Experiment I and II demonstrated the positive effects of conducting parametric analyses on protocols used to induce verbal behavioral cusps, to develop more efficient methods. Despite the manipulation to more accelerated parameters of the protocol intervention, comparable behavior change occurred across verbal behavior developmental cusps for both experiments.

In response to test-based accountability (No Child Left Behind, 2001), schools and districts across the country are adopting a variety of supplemental assessments aimed at improving student performance. These interim assessments are administered more than once during the school year for the following purposes: 1) predicting student performance on summative accountability tests, 2) identifying student strengths and weaknesses, 3) tracking student progress toward "proficiency," or 4) identifying students for remedial instruction. Vendors claim these assessments can improve teaching and learning, although critics contend they do not possess a number of attributes theorized to facilitate formative use of results, including particular assessment features, instructional practices, and school-level supports. To date, empirical evidence on interim assessments is scarce. Thus, this study collected the first empirical evidence on the use of interim assessments in reading and math in Iowa elementary schools. Elementary school administrators completed a survey regarding their school or district's use of interim assessments. Respondents provided basic descriptive information and also indicated how teachers use assessment results to modify teaching and learning and the types of professional development opportunities available. A companion teacher survey designed to capture teachers' use of assessment information to improve teaching and learning was constructed. This draft teacher survey was pilot-tested with a small sample of teachers in order to improve its clarity by identifying areas of ambiguity. Feedback generated from these interviews was used to revise the teacher survey. Study results suggest widespread use of interim assessments among respondents, particularly for the improvement of reading skills and primarily for instructional and remediation purposes. These reading assessments appeared to exhibit many of the characteristics deemed essential for formative use of assessment results. However, both survey and interview results suggested teachers have little autonomy for deciding when assessments will be administered. Results also suggest there is much room for improvement in teachers' formative use of assessment results, as one of the most important aspects of formative use (responding to results by modifying instruction and identifying alternative pedagogies) may also be the least used by classroom teachers and the most neglected with respect to professional development.

The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work. The questions are as follows: What considerations do teachers take into account when assessing a student? How do teachers view assessment for learning? How do the teachers consider formative assessment works in relation to Lgr 11? I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit. All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11. A well done and effective formative assessment is always according to the teachers in the study based in the dialog and interaction with the student with-in the socio-cultural integration. The interaction between teacher and student is central to the success of his/her education. Through communication the teacher helps the student to understand abstract concepts and connect them to their earlier experiences. Especially during the earlier school years where the teachers seem to be more reluctant towards giving out a written grade.

Social Impact Assessment (SIA) is the process of assessing the social consequences that are likely to follow specific policy actions or project development. SIA has not been widely adopted and is said to be the orphan of the assessment process. Using Environmental Assessment (EA) however, there are two primary limitations to EA: first, EA is inherently biased toward the biophysical environment, and social impacts, when considered, are only considered in an indirect or secondary manner; second, EA is targeted at the project level, where many alternatives that may have met the larger goals have been rejected. These limitations are reflected in Canadas agricultural sector where SIAs are rarely, if ever, undertaken. Agriculture is responsible for approximately ten percent of total greenhouse gas (GHG) emissions in Canada, and several better management practices (BMP) have been suggested for managing these emissions in Canadian agriculture. However, there has not been a strategic assessment of the on-farm socioeconomic effects of such programs, nor the geographic implications of a one-size-fits-all policy solution. <p>This paper presents a higher level strategic assessment of alternative policy options for managing greenhouse gas emissions in Canadian agriculture. Data are collected using a stakeholder survey assessment, and the process is guided by a seven-phase strategic environmental assessment framework. Using this strategic framework, the on-farm social impacts of alternative greenhouse gas mitigation programs are assessed. Data are aggregated using multi-criteria weighting techniques. Stakeholder preference structures for the alternatives set are identified as well, the results of the SIA identified adoption of zero till practices as the most socially acceptable alternative. The research results suggest that a one-size-fits-all GHG mitigation policy would not be acceptable from a social perspective. The implications of include such issues as: the applicability of regional policies based on soil zone, alternatives to governmental top down hierarchical policies, and the necessity for collaboration and meaningful dialogue between on-farm individuals and policy makers. Adoption of a GHG mitigation policy in Canada will require education and collaboration between all affected stakeholders and decision makers. The application of a strategic framework illustrates how the SIA process is enhanced when an assessment is completed at the plan, policy, and program level it enables proactive consideration of the social effects on par with the biophysical effects, and it facilitates consideration of a broad range of alternatives, in support of sustainable development principles.

This dissertation develops contributions in the area of supply chain risk assessment and mitigation. In each of the three main chapters, we present and analyze a risk assessment or mitigation problem for supply chains. The first problem is to assess the impact of infrastructure disruptions on supply chain performance; the second problem is to develop an operational control approach to mitigate risks posed by uncertain events that disrupt network synchronization; and the third problem is to analyze the risk posed by an adversary seeking to use a supply chain as a weapon. Chapter II presents a methodology for assessing the excess supply chain costs that arise from a failure of or an attack on a critical supply chain infrastructure component. Different from many subjective risk assessment practices, our methodology provides a systematic approach to search for the most vulnerable supply chain components and measure the economic consequences of disruption. Modeling a supply chain using network flow models, we analyze the impact of disruption by linear programming theory, and propose an efficient assessment algorithm based on the dual network simplex method. Finally, a case study on the U.S. corn export supply chain is presented. Chapter III discusses the mitigation of risks created by transit time uncertainties in less-than-truckload (LTL) line-haul operations. Transit time uncertainty may undermine the performance of the load plan, which specifies the route for each shipment and is synchronized to reduce line-haul costs. In our study, risk assessment of a load plan is performed via a dispatch simulation under randomly generated travel time scenarios. The risk consequence is measured by the average excess operational cost, including transportation cost and handling cost. Compared to existing line-haul network models embedded within integer programming approaches for load plan optimization, the dispatch simulation can evaluate the performance of a load plan more realistically. In addition, a heuristic search algorithm based on "multi-tree pivots" is provided to obtain a cost-efficient load plan that is robust to transit time uncertainties. Chapter IV presents methodology to assess the consequence of risks which arise from the intentional contamination of a food supply chain. Different from many risk management practices, the source of risk in this problem is an intelligent adversary, e.g., a terrorist group, who intends to deliver chemical or biological toxins to consumers using the supply chain. First, a general modeling scheme based on state-space models is provided to describe the dissemination of toxin across consumed products in a food supply chain. Then, a case study based on a representative liquid egg supply chain is presented. Based on the system model, a risk assessment for different supply chain designs is performed by simulation. Moreover, an in-depth analysis is conducted to determine the worst-case consequence given an intelligent attack considering the operational characteristics of the system. The worst-case consequence tool developed is designed to be embedded within any risk assessment approach.

Social Impact Assessment (SIA) is the process of assessing the social consequences that are likely to follow specific policy actions or project development. SIA has not been widely adopted and is said to be the orphan of the assessment process. Using Environmental Assessment (EA) however, there are two primary limitations to EA: first, EA is inherently biased toward the biophysical environment, and social impacts, when considered, are only considered in an indirect or secondary manner; second, EA is targeted at the project level, where many alternatives that may have met the larger goals have been rejected. These limitations are reflected in Canadas agricultural sector where SIAs are rarely, if ever, undertaken. Agriculture is responsible for approximately ten percent of total greenhouse gas (GHG) emissions in Canada, and several better management practices (BMP) have been suggested for managing these emissions in Canadian agriculture. However, there has not been a strategic assessment of the on-farm socioeconomic effects of such programs, nor the geographic implications of a one-size-fits-all policy solution. <p>This paper presents a higher level strategic assessment of alternative policy options for managing greenhouse gas emissions in Canadian agriculture. Data are collected using a stakeholder survey assessment, and the process is guided by a seven-phase strategic environmental assessment framework. Using this strategic framework, the on-farm social impacts of alternative greenhouse gas mitigation programs are assessed. Data are aggregated using multi-criteria weighting techniques. Stakeholder preference structures for the alternatives set are identified as well, the results of the SIA identified adoption of zero till practices as the most socially acceptable alternative. The research results suggest that a one-size-fits-all GHG mitigation policy would not be acceptable from a social perspective. The implications of include such issues as: the applicability of regional policies based on soil zone, alternatives to governmental top down hierarchical policies, and the necessity for collaboration and meaningful dialogue between on-farm individuals and policy makers. Adoption of a GHG mitigation policy in Canada will require education and collaboration between all affected stakeholders and decision makers. The application of a strategic framework illustrates how the SIA process is enhanced when an assessment is completed at the plan, policy, and program level it enables proactive consideration of the social effects on par with the biophysical effects, and it facilitates consideration of a broad range of alternatives, in support of sustainable development principles.

Studiens syfte var att undersöka rektorers uppfattningar om skriftliga omdömen samt hur de tar ansvar för arbetet med dessa. Syftet var också att studera hur de omdömen som lärare skriver ser ut i praktiken avseende innehåll, för att se hur omdömena överensstämmer med rektorernas uppfattningar. I detta arbete har vår utgångspunkt varit de skrivningar i läroplanen (Lpo 94) och de allmänna råden (Skolverket, 2008) som uttrycker något om rektors ansvar samt elevers lärande- och kunskapsutveckling. För att få svar på våra frågor har vi intervjuat tio rektorer som tillsammans representerar grundskolans alla stadier samt studerat innehållet i 1245 skriftliga omdömen. Studien genomfördes i en mellanstor svensk kommun. Resultatet visar att rektorerna i huvudsak är positiva till skriftliga omdömen men att de är kritiska till det stöd de fått för implementering. Ett skäl till att rektorerna är positiva är de pedagogiska diskussioner som reformen medfört. Rektorerna menar att detta också inneburit att de stärkts i sin roll som pedagogiska ledare. Resultatet visar också att det råder en diskrepans mellan rektorers uppfattningar om innehållet i de skriftliga omdömena och hur dessa ser ut i praktiken. De skriftliga omdömena innehåller inte alltid beskrivningar av elevens kunskaper och utvecklingsmöjligheter. Däremot visade sig många omdömen fokusera på elevernas brister. Sökord: individuell utvecklingsplan, skriftliga omdömen, kunskapsbedömning, assessment, formative assessment, skolledare

Abstract As for the biotechnology industry development had constructed the basis of favorable environment in Taiwan, government gives fresh impetus to biotechnology industry in recent years. The Executive Yuan established ¡§Bio Taiwan Commission (BTC)¡¨ on 2004. For the purpose of strengthen the development blueprint of biotechnology industry; the BTC belong to the rank of national policy. The government shows its determination to develop this new and developing industry by marking biotechnology industry as priority event on biotechnology industry strategy convention in latest 5 years and ¡§The challenge to year 2008 nation development significant plan¡¨. The management problems, which are brought with this new and developing industry, needs to be resolved one by one. This study focus on biotechnology industry, which is high risk long-term development, huge money investment on research and development, people¡¦s conservative investment attitude¡Ketc characters. The purpose of this study is not only to establish an valid assessment dimensions and assessment items on investment evaluation of venture capital; but also that in order to reduce the risk of investment. This study not only examines the investment evaluation standard on starting enterprises in the past but also generalizes overall assessment dimensions based on characters of biotechnology industry. The overall assessment dimensions are: management team; product technology; market size and marketing; financial management and patent. The study also includes individual assessment items and discussion of significance level. These assessment items include team competency; social experience; product features; product technology and manufacture; marketing access; financial forecast rationality; capital requirements; patent layout and contract¡Ketc. The result demonstrate that investment manager insist on attention significance level from these items analysis. This research method is based on questionnaires and in-depth interview, which establish appropriate investment standard on biotechnology industry. The research outcome shows management team is first priority on overall assessment dimensions. This research explain goal-oriented; management ability in a team; product life cycle; critical technology; marketing access; capital expenditure; stock price rationality; patent range and related party transactions that are first tier on significance level. These studies reveal that investors focus on what evaluation factor is import and provide for a reference to fund-raising of biotechnology companies in the future. Key words: venture capital, investment evaluation, assessment dimensions, assessment items, significance level

This research is aimed at assessing the quantitative risks involved with an ethanol pipeline. Pipelines that run from the Midwest, where the vast majority of ethanol is produced, to the target areas where reformulated gasoline is required (California, Texas Gulf Coast, New England Atlantic Coast) will be of particular interest. The goal is to conduct a quantitative risk assessment on the pipeline, truck, and rail transportation modes to these areas. As a result of the quantitative risk assessment, we are able to compare the risk associated with the different modes of transportation for ethanol. In order to perform and compare the quantitative risk assessment, the following challenges are addressed: • Identify target areas requiring reformulated gasoline • Map detailed route for each transportation mode to all three target areas • Perform a quantitative risk assessment for each transportation mode • Compare quantitative risk assessment results for each route and transportation mode The focus is on California, Texas Gulf Coast, and New England Atlantic Coast because of the large volume. It is beneficial to look at these areas as opposed to the smaller areas because pipeline transportation requires very large volumes. In order to find a meaningful comparison between all three transportation modes, only the areas with the three large volumes were evaluated. Since the risk assessment is completed using historical data, each route is segmented in a way that is consistent with the data that is available. All of the curves support the hypothesis that pipeline transportation poses the least societal risk when transporting ethanol from the Midwest to target areas. Rail transportation poses the largest amount of societal risk. While overall rail incidents are not as frequent as road incidents, the frequency of a fatality is much higher when an incident does occur.

The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.