Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

We are besieged with information every day, our inboxes overflow with spam and our search queries return a great deal of irrelevant information. In most cases there is no malicious intent, just simply too much information. However, if we consider active malicious entities, the picture darkens. Denial of information (DoI) attacks assail the human through their computer system and manifest themselves as attacks that target the human's perceptual, cognitive and motor capabilities. By exploiting these capabilities, attackers reduce our ability to acquire and act upon desired information. Even if a traditional denial of service attack against a machine is not possible, the human utilizing the machine may still succumb to DoI attack. When successful, DoI attacks actively alter our decision making, often without our knowledge. In this dissertation, we address the problem of countering DoI attacks. We begin by presenting a taxonomy and framework of DoI attacks and countermeasures to add structure to the problem space. We then closely examine the use of information visualization as a countermeasure. Information visualization is a powerful technique that taps into the high bandwidth visual recognition capability of the human and is well suited to resist DoI attack. Unfortunately, most information visualization systems are designed without a clear emphasis on protecting the human from malicious activity. To address this issue we present a general framework for information visualization system security analysis. We then delve deeply into countering DoI in the network security domain using carefully crafted information visualization techniques to build a DoI attack resistant security visualization system. By creating such a system, we raise the bar on adversaries who now must cope with visualization enhanced humans in addition to traditional automated intrusion detection systems and text-based analysis tools. We conclude with a human-centric evaluation to demonstrate our systems effectiveness.

This dissertation research focuses on modeling and evaluating multivariate uncertainties and the dependency between the uncertainties. Managing risk and making strategic decisions under uncertainty is critically important for both individual and corporate success. In this dissertation research, we present two new methodologies, the implied binomial tree approach and the dependent decision tree approach, to modeling multivariate decision making problems with practical applications in real options valuation. First, we present the implied binomial tree approach to consolidate the representation of multiple sources of uncertainty into univariate uncertainty, while capturing the impact of these uncertainties on the project’s cash flows. This approach provides a nonparametric extension of the approaches in the literature by allowing the project value to follow a generalized diffusion process in which the volatility may vary with time and with the asset prices, therefore offering more modeling flexibility. This approach was motivated by the Implied Binomial Tree (IBT) approach that is widely used to value complex financial options. By constructing the implied recombining binomial tree in a way so as to be consistent with the simulated market information, we extended the finance-based IBT method for real options valuation — when the options are contingent on the value of one or more market related uncertainties that are not traded assets. Further, we present a general framework based on copulas for modeling dependent multivariate uncertainties through the use of a decision tree. The proposed dependent decision tree model allows multiple dependent uncertainties with arbitrary marginal distributions to be represented in a decision tree with a sequence of conditional probability distributions. This general framework could be naturally applied in decision analysis and real options valuations, as well as in more general applications of dependent probability trees. While this approach to modeling dependencies can be based on several popular copula families as we illustrate, we focus on the use of the normal copula and present an efficient computational method for multivariate decision and risk analysis that can be standardized for convenient application. / text

SUMMARY Background: Ruffianly behaviour is spreading between Lithuanian children. Ruffianly behaviour include these forms of behaviour – teasing, intimidation, physical spoliation, ostracism, backbiting (gossips), and sexual harassment. Relevancy of this research is that intercommunion between schoolchildren and connection with above-mentioned factors, in Lithuania in not widely investigated problem, in comparison with research of other health risk factors. This problem attracting more attention because of that teasing is reputed factor in teen eating disturbance (bulimia, anorexia). It is been found, that children, who been teased because of their physical appearance (body weight, constitution, clothing), where more depressed, had self-destructive tendency, where more self-contained and had problems of communication. Not objective body weight evaluation is one of factors, witch determinate eating disturbance. Objective: identify objectivity of body weight evaluation and distribution of ruffianly behaviour between Kaunas city schoolchildren and develop dependence specifying the age and sex specific cut off points. Tasks: 1. Define objectivity of bodyweight evaluating; 2. Define ruffianly behaviour distribution between schoolchildren; 3. Define objectivity of bodyweight evaluating and ruffianly behaviour distribution between schoolchildren specifying the age; 4. Define objectivity of bodyweight evaluating and ruffianly behaviour distribution between... [to full text]

Mathematical skill is viewed as critically important in a technologically sophisticated world. Since everyone needs to acquire at least some skills in this learning area, the poor performance of grade 12 learners raises concern. The process during which learners gain awareness of their own thinking processes when solving mathematical problems, is referred to as "metacognition". Metacognitive strategies include knowledge (of oneself as a learner, the task at hand and strategies to be used) and self-regulation (planning, monitoring and evaluation). Metacognitive strategies are linked interactively by its twin process of reflection, eventually facilitating the implementation of certain cognitive strategies. Since metacognitive strategies essentially comprise skills, facilitators of learning should facilitate learners' development and application of these skills and the study and mastery of mathematics in an integrated way, thereby ensuring that learners deliberately and intentionally apply these skills in a satisfactory way. It is important to note that "metacognition" is both directly and indirectly mentioned in the Critical Outcomes stated in Curriculum 2005 - after all, most of the outcomes referred to imply that learners should be directed to reflect on their own thoughts. The primary aim of my study was to investigate the possible value of metacognition for the teaching and learning of mathematics. I used a two-phased, consecutive, mixed research method involving learners as well as in-service and pre-service mathematics facilitators. Results of the quantitative part of my study were triangulated with the results of the qualitative part of my study. My findings indicate, inter alia, that learners' metacognitive strategies as regards prediction, evaluation, monitoring and reflection could be insufficient. In-service and pre-service facilitators of mathematics may very well possess metacognitive skills and utilise them intuitively, however, these skills are not implemented in their classes or learning to a satisfactory extent. Since this is a local study conducted on a relatively small scale, it would be inappropriate to infer. My findings do, however, suggest that implementation of and research on metacognition and metacognitive strategies in the teaching and learning of mathematics require attention at national. tertiary and secondary levels. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

ABSTRACT AN EVALUATION OF THE ENG 101, DEVELOPMENT OF READING AND WRITING SKILLS 1 G&uuml / ntek, Duygu M.A., Department of English Language Education Supervisor : Prof. Dr. H&uuml / sn&uuml / Enginarlar July 2005, 134 pages The purpose of this study was to evaluate the ENG 101, Development of Reading and Writing Skills 1, and find out about the effectiveness of this course in terms of the goals and objectives, methods and materials and evaluation procedures. To fulfill that aim, three questionnaires and an interview document were designed and given to 21 ENG 101 instructors and 255 students taking the couse. In addition to the questionnaires, interviews were held with 9 ENG 101 instructors and 1 administrator, and feedback was obtained from the end-of the term evaluation meeting. Another questionnaire to evaluate the coursebook, English for Academic Purposes 1 was designed and given to 19 instructors who taught the ENG 101 course. It was prepared to collect feedback about the newly-written coursebook of the ENG 101 in detail. To analyse quantitative data, descriptive statistics, one-way ANOVA and t-test were conducted. The qualitative data gained from the interviews, open ended questions and feedback from the end of course meeting were analysed via content analysis. The results of the study revealed that the participants were generally satisfied with the course since most of the answers given in the questionnaires were around 3 (out of 4) &ldquo / moderately&rdquo / , which meant that all parties had generally favourable perceptions about the effectiveness of the ENG101 regarding the achievement of the objectives, effectiveness of the methods, materials and evaluation procedures as well as the coursebook. However, there were some complaints stemming from teachers&rsquo / workload and time constraints including too many writing tasks and insufficient language input for which certain administrative academic decisions were taken and work on relevant modifications started.

Many Emerging Church preachers claim the Bible is not viewed the same way it once was. Consequently ministers need to rethink some aspects of how they go about preaching and communicating. Emerging Church preachers argue that Christianity must develop a new way of describing, defining, and defending the gospel. The aim of this study is to answer the question: To what extent, if any, is preaching in the Emerging Church different than that of traditional expositional preaching in the Evangelical Church and how does one compare with the other as far as success in addressing the needs of post-modern Christians? Chapter one gives a brief introduction of the Emerging Church movement by briefly defining and describing the diverse movement (EC movement) that arose within Protestant Christianity due to a reaction to modernism in Western Christianity. Chapter two provides a literature study where definitions of both preaching styles are considered – emerging style(s) and expository preaching. Included with the emerging preaching style(s) and expositional preaching will be characteristics comprising these styles. Chapter three (methodology) consists of charts, definitions, and descriptions comparing both the modern and postmodern movement through their characteristics and values, purposes for the movements, and homiletics of the movements.Chapter four, "Findings From of The Comparisons From The Two Models of Preaching" consists of the results found from the research. Chapter five, "Conclusions Of Preaching For The Two Models Of Preaching" will consist of a critical analysis of the homiletics in both the Emerging Church and the Traditional Evangelical Church. Chapter six, "Expository Preaching In the Traditional Evangelical Church For Post-Modern Christians" will offer a model as a proposal on how to effectively preach to the postmodern congregation. Chapter seven contains concluding remarks concerning the effectiveness of the traditional expository preaching compared with the emerging dialogical/storytelling preaching for postmodern Christians. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

The problem with which this investigation is concerned is that of developing (a) the concept of instructional claim, and (b) credible principles for instructional claim formulation and evaluation. The belief that these constructions are capable of contributing to the advancement of curricular and instructional research and practice is grounded in three major features. The first feature is that of increased precision of basic concepts and increased coherence among them. The second feature is the deliberate connecting of instructional strategies and goal-states and the connecting of instructional configurations with curricular configurations. The third feature is the introduction of fundamental logical principles as evaluative criteria and the framing of instructional plans in such a way as to be subject to empirical tests under the principles of hypothesis testing that are considered credible in the empirical sciences.

Esta Tese consiste em avaliar o desempenho comercial do Mercosul, no período de 1994- 2005. O intuito da mesma é verificar de que maneira as crises internacionais da década de 1990, bem como as crises conjunturais e estruturais das economias-membro, influenciaram no desempenho do comércio intra e extra-regional das mesmas, a saber: Argentina, Brasil, Paraguai e Uruguai, nesse período. / This thesis consists of evaluating the Mercosur commercial performance from 1994 to 2005. It aims to verify both the form in which the 90s decade international crisis as well as the junctural and structural bodywork crisis affected the internal and external regions of Mercosur economies trade performance such as: Argentine, Brazil, Paraguay and Uruguay during the period mentioned above.

User studies play a vital role in data visualization research because they help measure the strengths and weaknesses of different visualization techniques quantitatively. In addition, they provide insight into what makes one technique more effective than another; and they are used to validate research contributions in the field of information visualization. For example, a new algorithm, visual encoding, or interaction technique is not considered a contribution unless it has been validated to be better than the state of the art and its competing alternatives or has been validated to be useful to intended users. However, conducting user studies is challenging, time consuming, and expensive. User studies generally requires careful experimental designs, iterative refinement, recruitment of study participants, careful management of participants during the run of the studies, accurately collecting user responses, and expertise in statistical analysis of study results. There are several variables that are taken into consideration which can impact user study outcome if not carefully managed. Hence the process of conducting user studies successfully can take several weeks to months. In this dissertation, we investigated how to design an online framework that can reduce the overhead involved in conducting controlled user studies involving web-based visualizations. Our main goal in this research was to lower the overhead of evaluating data visualizations quantitatively through user studies. To this end, we leveraged current research opportunities to provide a framework design that reduces the overhead involved in designing and running controlled user studies of data visualizations. Specifically, we explored the design and implementation of an open-source framework and an online service (VisUnit) that allows visualization designers to easily configure user studies for their web-based data visualizations, deploy user studies online, collect user responses, and analyze incoming results automatically. This allows evaluations to be done more easily, cheaply, and frequently to rapidly test hypotheses about visualization designs. We evaluated the effectiveness of our framework (VisUnit) by showing that it can be used to replicate 84% of 101 controlled user studies published in IEEE Information Visualization conferences between 1995 and 2015. We evaluated the efficiency of VisUnit by showing that graduate students can use it to design sample user studies in less than an hour. Our contributions are two-fold: first, we contribute a flexible design and implementation that facilitates the creation of a wide range of user studies with limited effort; second, we provide an evaluation of our design that shows that it can be used to replicate a wide range of user studies, can be used to reduce the time evaluators spend on user studies, and can be used to support new research.