Detta examensarbete har gjorts på uppdrag av Compare Testlab på Sätterstrand, Hammarö. Målet med arbetet var att definera en uppsättning frågor och punkter som ska vara med i ett lättviktstest med inriktning på säkerhet. Efter mycket studier av böcker och webbsidor kom vi fram till att det inte var så lätt som vi trodde att definera ett allmänt säkerhetstest för mjukvaror eller applikationer. Efter samtal med uppdragsgivaren bestämdes det att arbetet skulle begränsas till webbapplikationer.Internet används mer och mer för varje år som går och det dyker upp nya webbapplikationer i snabbare takt än gamla försvinner. Många företag är beroende av webbapplikationer för att kunna bedriva versamhet. Även andra företag och organisationer, som inte är helt beroende av webbapplikationer, har ofta nytta av dem. Denna rapport behandlar vissapunkter och aspekter som man bör tänka på vid ett sådant test. Dessa punkter inkluderar till exempel autentisering, säker kommunikation och attacker mot webbapplikationer. / This work has been done on behalf of Compare Testlab that is located on Sätterstrand, Hammarö. The purpose of the work was to define a set of questions to be considered in a light-weight test with a focus on security. After a study of literature found in different books and at web pages we came to the conclusion that it is not as easy to define a general security test for software or applications as we thought from the beginning. Hence, after talking to the employer it was decided that the work should be limited to web applications.Internet is used more and more for every passing year and new web applications appear faster than old applications disappear. Many companies are dependant of web applications to be able to conduct business. Also, other companies or organisations that are not totally dependant of web applications often have good use of them. This report investigates some points and aspects to be considered in such a test. These points include for example authentication, secure communication and attacks on web applications.

Please read the abstract in the section 00front of this document / Dissertation (MEd (Orthodidactics))--University of Pretoria, 2007. / Orthopaedic Surgery / unrestricted

The sexual abuse of children presents as an ever-increasing social concern in South-Africa and the rest of the world. A daily newspaper reports that 104 913 serious crimes against children were reported to the South African Police Service (SAPS) since 2010. Another 49 550 serious crimes against children were reported during 2012/2013 at the SAPS (Meiring, 2013:7). The concept of child sexual abuse only became publically known in the seventies. Since then intense research has been done in an effort to gain a better understanding regarding the concept, causes and effects of child sexual abuse (Herbert, 2000:16). However, not only was knowledge gained regarding the extent of child sexual abuse, but there has also been an increase of knowledge involving the theoretical base of the methods of investigation with regard to child sexual abuse. Through this specific research project the researcher will endeavor to contribute to the existing theoretical knowledge base by researching and describing the benefits of implementing pre-forensic evaluation when investigating the presumed sexual abuse of a child. A summary of The Criminal Law (Sexual offences and related matters) Amendment Act 32 of 2007’s (South-Africa 2007:25-27) definition of child sexual abuse is as follow: “A sexual offence occurs when any person engages a child (a person under the age of 18) with or without the consent of the child, in a sexual act. Sexual act is defined as an act of sexual penetration or an act of sexual violation. Sexual penetration can be seen as any sexual form of penetration to any extent whatsoever by die genital organ, any body part and/or object by one person into, or beyond, the genital organs, anus or mouth of another person”. In order to combat the incidence and increase of child sexual abuse it is imperative that every accusation regarding the possibility of such abuse should be investigated thoroughly. Due to the fact that some children will only disclose sexual abuse when the are in a safe environment, the whole process could be delayed if the child does not feel safe. Johnson (2004:465) postulates that this delay could jeopardize the whole process because when physical healing had occurred the physical evidence could be destroyed. The absence of physical evidence stresses the importance of the implementation of the forensic investigation process. Social workers are regularly required to evaluate children when sexual abuse is suspected. This process often starts with a pre-forensic evaluation in order to ascertain the probability of sexual abuse. If the pre-forensic investigation confirms the possibility of such abuse, the next step is to conduct a formal forensic investigation. Clark (2007:70) explains that this investigation is used to gather relevant factual information required for police investigation and for use in a court of law. Due to the seriousness and sensitivity regarding allegations of child sexual abuse, it is imperative that the social worker should remain neutral and objective at all times. When investigating such allegations Aucamp (2012a:2) advocate three approaches. These approaches are: A blind, history-free, uninformed approach; An informed approach or an allegation-blind approach. It is generally accepted that through the use of the uninformed approach the objectivity of the social worker is enhanced. This is due to the fact that in this approach restricted information is passed on to the social worker, i.e. she has no prior knowledge regarding the perpetrator or the allegations, but only knows the name, gender and age of the specific child (Aucamp, 2012a:5). Faller (2007:41-43) declares that in order to ensure objectivity the postulation of alternative hypotheses form part and parcel of the task of the social worker. The social worker is enabled to formulate these varied hypotheses when as much information as possible relevant to the specific situation is collected. The collection of this data ensures that important information does not get lost and that no alternative explanation can be given for the allegations. Hewitt (1999:214) points out that many factors can add to the child’s inability to cooperate during a formal forensic investigation. Du Plessis (2012:1) therefore recommends a socioemotional evaluation which will enable the investigator to understand the child’s cognitive, social, emotional, speech and language development as well as the scope of his attention span and level of cooperation. The gathering of all this information is made possible because of the structured nature of the pre-forensic evaluation process. Within the scope of the forensic field the term and concept ‘pre-forensic evaluation’ is relatively new. This process is regarded as a mechanism to sift through data in order to evaluate the child’s level of development as well as the social and behavior issues within the focus of the extended forensic investigation process (Carnes, Nelson-Gardell, Wilson & Orgasa, 2001:238). The objective of this research project was to establish the benefits of the pre-forensic evaluation as the starting point for investigating child sexual abuse in order to make recommendations. In this research the researcher used a qualitative approach which implies a broad approach to the study of social phenomena by implementing a variety of research methods. As this field of forensics is relatively new in South- Africa, the researcher is of the opinion that this research will add to the theoretical and empirical base of knowledge regarding the benefits of the pre-forensic evaluation as part of the extended forensic investigation process. The following participants were involved and methods utilized to reach the objective of this explorative study: • 8 registered social workers , resident in Gauteng; • 10 client files projecting the use of the pre-forensic investigation process in the lives of children between ages 3 and 6 and where possible sexual abuse was suspected. The methods of data collection involved semi-structured interviews as well as document analysis. Data was processed by means of transcriptions, which elicited various themes and sub-themes which in turn led the researcher to come to specific conclusions in order to make certain recommendations. • All 8 participating registered social workers have applied the pre-forensic evaluation as starting point of the investigation into allegations of sexual abuse; • All 8 participating registered social workers preferred to follow the uninformed approach and agreed on the benefits of this process; All respondents agreed on the following benefits of the pre-forensic evaluation process: • It provides a holistic view on the child’s socio-emotional functioning; • It improves and enhances objectivity and neutrality on the part of the investigator and the investigation; • It enables the researcher to complete a competency evaluation of the child within a non-threatening environment; • It provides ample opportunity for the social worker to build rapport with the child; • It provides guidelines to be followed during the formal forensic investigation process. The researcher also found that none of the participants relayed specific disadvantages regarding the use of the pre-forensic evaluation process. Another theme which crystallized when data was analyzed was that the pre-forensic evaluation structure is sufficient to serve as a screening instrument. The following practical recommendations came to the fore in the process of data analysis: • To divide the pre-forensic evaluation process into two or more sessions; • To allow only trained professional workers to implement the pre-forensic evaluation process; • To standardize the pre-forensic evaluation process for investigating presumed sexual offences; • That pre-forensic evaluation be utilized in the case of all children in need of care and not only when sexual abuse is suspected; In conclusion, with regard to future research themes the researcher would like to propose the following: • The evaluation of valid evaluation techniques which could be included in the preforensic evaluation structure; • The evaluators’ experience and perception regarding the pre-forensic evaluation structure; • The effectiveness of using the pre-forensic evaluation structure as a screening instrument; • The reactions and perceptions shown by members of the SAPS and Social Welfare Services with regard to using information that was gathered and passed on to them by means of pre-forensic reports. The researcher believes that this research successfully showed the benefits of the preforensic evaluation process when investigating suspected cases of child sexual abuse. She also believes that if the recommendations of this study would be followed, the whole processed could be streamlined and if the suggested themes were explored, the base of knowledge regarding the pre-forensic evaluation structure would be broadened to benefit all parties involved in this process. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

The sexual abuse of children presents as an ever-increasing social concern in South-Africa and the rest of the world. A daily newspaper reports that 104 913 serious crimes against children were reported to the South African Police Service (SAPS) since 2010. Another 49 550 serious crimes against children were reported during 2012/2013 at the SAPS (Meiring, 2013:7). The concept of child sexual abuse only became publically known in the seventies. Since then intense research has been done in an effort to gain a better understanding regarding the concept, causes and effects of child sexual abuse (Herbert, 2000:16). However, not only was knowledge gained regarding the extent of child sexual abuse, but there has also been an increase of knowledge involving the theoretical base of the methods of investigation with regard to child sexual abuse. Through this specific research project the researcher will endeavor to contribute to the existing theoretical knowledge base by researching and describing the benefits of implementing pre-forensic evaluation when investigating the presumed sexual abuse of a child. A summary of The Criminal Law (Sexual offences and related matters) Amendment Act 32 of 2007’s (South-Africa 2007:25-27) definition of child sexual abuse is as follow: “A sexual offence occurs when any person engages a child (a person under the age of 18) with or without the consent of the child, in a sexual act. Sexual act is defined as an act of sexual penetration or an act of sexual violation. Sexual penetration can be seen as any sexual form of penetration to any extent whatsoever by die genital organ, any body part and/or object by one person into, or beyond, the genital organs, anus or mouth of another person”. In order to combat the incidence and increase of child sexual abuse it is imperative that every accusation regarding the possibility of such abuse should be investigated thoroughly. Due to the fact that some children will only disclose sexual abuse when the are in a safe environment, the whole process could be delayed if the child does not feel safe. Johnson (2004:465) postulates that this delay could jeopardize the whole process because when physical healing had occurred the physical evidence could be destroyed. The absence of physical evidence stresses the importance of the implementation of the forensic investigation process. Social workers are regularly required to evaluate children when sexual abuse is suspected. This process often starts with a pre-forensic evaluation in order to ascertain the probability of sexual abuse. If the pre-forensic investigation confirms the possibility of such abuse, the next step is to conduct a formal forensic investigation. Clark (2007:70) explains that this investigation is used to gather relevant factual information required for police investigation and for use in a court of law. Due to the seriousness and sensitivity regarding allegations of child sexual abuse, it is imperative that the social worker should remain neutral and objective at all times. When investigating such allegations Aucamp (2012a:2) advocate three approaches. These approaches are: A blind, history-free, uninformed approach; An informed approach or an allegation-blind approach. It is generally accepted that through the use of the uninformed approach the objectivity of the social worker is enhanced. This is due to the fact that in this approach restricted information is passed on to the social worker, i.e. she has no prior knowledge regarding the perpetrator or the allegations, but only knows the name, gender and age of the specific child (Aucamp, 2012a:5). Faller (2007:41-43) declares that in order to ensure objectivity the postulation of alternative hypotheses form part and parcel of the task of the social worker. The social worker is enabled to formulate these varied hypotheses when as much information as possible relevant to the specific situation is collected. The collection of this data ensures that important information does not get lost and that no alternative explanation can be given for the allegations. Hewitt (1999:214) points out that many factors can add to the child’s inability to cooperate during a formal forensic investigation. Du Plessis (2012:1) therefore recommends a socioemotional evaluation which will enable the investigator to understand the child’s cognitive, social, emotional, speech and language development as well as the scope of his attention span and level of cooperation. The gathering of all this information is made possible because of the structured nature of the pre-forensic evaluation process. Within the scope of the forensic field the term and concept ‘pre-forensic evaluation’ is relatively new. This process is regarded as a mechanism to sift through data in order to evaluate the child’s level of development as well as the social and behavior issues within the focus of the extended forensic investigation process (Carnes, Nelson-Gardell, Wilson & Orgasa, 2001:238). The objective of this research project was to establish the benefits of the pre-forensic evaluation as the starting point for investigating child sexual abuse in order to make recommendations. In this research the researcher used a qualitative approach which implies a broad approach to the study of social phenomena by implementing a variety of research methods. As this field of forensics is relatively new in South- Africa, the researcher is of the opinion that this research will add to the theoretical and empirical base of knowledge regarding the benefits of the pre-forensic evaluation as part of the extended forensic investigation process. The following participants were involved and methods utilized to reach the objective of this explorative study: • 8 registered social workers , resident in Gauteng; • 10 client files projecting the use of the pre-forensic investigation process in the lives of children between ages 3 and 6 and where possible sexual abuse was suspected. The methods of data collection involved semi-structured interviews as well as document analysis. Data was processed by means of transcriptions, which elicited various themes and sub-themes which in turn led the researcher to come to specific conclusions in order to make certain recommendations. • All 8 participating registered social workers have applied the pre-forensic evaluation as starting point of the investigation into allegations of sexual abuse; • All 8 participating registered social workers preferred to follow the uninformed approach and agreed on the benefits of this process; All respondents agreed on the following benefits of the pre-forensic evaluation process: • It provides a holistic view on the child’s socio-emotional functioning; • It improves and enhances objectivity and neutrality on the part of the investigator and the investigation; • It enables the researcher to complete a competency evaluation of the child within a non-threatening environment; • It provides ample opportunity for the social worker to build rapport with the child; • It provides guidelines to be followed during the formal forensic investigation process. The researcher also found that none of the participants relayed specific disadvantages regarding the use of the pre-forensic evaluation process. Another theme which crystallized when data was analyzed was that the pre-forensic evaluation structure is sufficient to serve as a screening instrument. The following practical recommendations came to the fore in the process of data analysis: • To divide the pre-forensic evaluation process into two or more sessions; • To allow only trained professional workers to implement the pre-forensic evaluation process; • To standardize the pre-forensic evaluation process for investigating presumed sexual offences; • That pre-forensic evaluation be utilized in the case of all children in need of care and not only when sexual abuse is suspected; In conclusion, with regard to future research themes the researcher would like to propose the following: • The evaluation of valid evaluation techniques which could be included in the preforensic evaluation structure; • The evaluators’ experience and perception regarding the pre-forensic evaluation structure; • The effectiveness of using the pre-forensic evaluation structure as a screening instrument; • The reactions and perceptions shown by members of the SAPS and Social Welfare Services with regard to using information that was gathered and passed on to them by means of pre-forensic reports. The researcher believes that this research successfully showed the benefits of the preforensic evaluation process when investigating suspected cases of child sexual abuse. She also believes that if the recommendations of this study would be followed, the whole processed could be streamlined and if the suggested themes were explored, the base of knowledge regarding the pre-forensic evaluation structure would be broadened to benefit all parties involved in this process. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2014

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

Flexit AB är Norges största tillverkar och leverantör av luftbehandlingsaggregat och centraldammsugare. Företaget växer och har nu expanderar över Norges gränser med en vision att bli störst i Norden och kontinuerligt växa med 10 % per år. Flexit har idag ca 200 anställda och en omsättning på ca 550 miljoner NOK per år. Tack vare denna expansion ökar marknadsandelarna, vilket leder till en ökad efterfrågan av Flexits produkter. Dagens produktion av proffsaggregat, den största modellen av Flexits produkter, kan dock inte möta den prognostiserade efterfrågan. För att kunna möta den nya efterfrågan måste Flexit öka kapaciteten i produktionen av proffsaggregaten samt effektivisera materialflödet inom fabriken. Examensarbetet antog en mixad metologi och har beaktats som en fallstudie med Flexit som fallföretag. Data har samlats in med hjälp av semistrukturerade- och kontextuella intervjuer, observationer samt tidsstudier. Data analyserades via ett analytiskt ramverk inspirerat av innehållsanalys. Målet med detta examensarbete var att presentera ett antal förbättringsförslag som vid implementering leder Flexit till ett effektivare materialflöde och en ökad kapacitet av produktionen av proffsaggregat. Inspirationen till dessa förbättringsförslag grundar sig i de idéer och verktyg som presenteras i produktionsfilosofierna Toyota Produktion System, Lean Production och Total Quality Managemnet. För att etablera dessa förbättringsförslag strukturerades examensarbetet i tre delar. Detta för att på ett pedagogiskt sätt leda läsaren genom de resultat och slutsatser som har genererats under projektets gång. I del 1 hanteras värdeflödesanalys, där målet var att identifiera slöserier, effektivisera monteringsstegen samt att jämna ut produktionen. I det framtida läget av värdeflödesanalysen jämnas process- och personalbeläggningen ut, begränsande monteringsprocesser får en ökad kapacitet och implementeringen av en Telfer minskar genomloppstiden samt ökar säkerhet för montörerna. Det framtida läget beräknas öka Flexits maxproduktionskapacitet med upp till 77 %. I del 2 används systematic layout planning (SLP) för att effektivisera materialflödet och minimera transporter inom fabriken. Resultatet från del 1 tas med in i del 2 och påverkar resultatet av SLP. Genom spaghettidiagram och SLP identifierades transport- och rörelseslöserier. Med hjälp av SLP genererades ett nytt layoutförslag som effektiviserar materialflödet och minskar de onödiga transporter inom Flexits fabrik med 75 %. I kapitel 8 presenteras en sammanställning av resultaten från de två första delarna. Om de förbättringsförslag som presenterats implementeras beräknas Flexit spara ca 2 miljoner kronor mellan perioden 2017-25. I del 3 presenteras även ett underlag för hur Flexit kan grunda ett arbete med ständiga förbättringar. Ständiga förbättringar etableras via implementeringen av Kaizen och 5s, vilket kommer hjälpa Flexit att utveckla och förbättra dessa förbättringsförslag ytterligare, samt leda dem mot en fortsatt utveckling. I och med utvecklingen av arbetet med ständiga förbättringar identifierades ett teoretiskt gap mellan organisatoriskt lärande, innovationer och ständiga förbättringar. Genom att etablera ett ständigt förbättringsarbete, där en öppen och aktiv företagskultur uppmuntrar till innovation, kan ett organisatoriskt lärande växa fram. / Flexit AB is Norway’s largest manufacturer and supplier of air handling units and central vacuum. The company is growing and has now expanded over the borders of Norway with the vision to become the largest manufacturer and supplier in the Nordic region and continuously grow by 10 % a year. Flexit has about 200 employees and a turnover of approximately 550 millions NOK a year. Thanks to this expansion, an increase in market shares has occurred, leading to an increasing demand for Flexit’s products.Today’s production of Professional units, the largest model of Flexit’s products, can not meet the forecasted demand. To be able to meet the new demand, Flexit must increase the capacity of the production of Professional units and streamline the flow of materials within the factory. The thesis adopted a mixed metodology and decided that a case study was the most relevant research design. Data were collected through semi-structured- and context interviews, observations and time studies. Data were analyzed using an analytical framework inspired from content analysis. The aim of this thesis was to present a number of improvement proposals (IP) which will help Flexit achieve a more efficient material flow and an increased capacity of the production of Professional units. The inspiration for these IP’s is based on the ideas and tools presented within the management philosophies of the Toyota Production System, Lean Production and Total Quality Management. To be able to establish these IP’ls the thesis were structured in three different parts. In this educational way, the reader is lead through the results and conclusions of the three parts, which is generated through the thesis. Part 1 dealt with Value stream mapping (VSM), were the goal was to identify waste, improve the efficiency of the assembly steps and to even out the production. In the future state of the VSM the process –and staff occupancy was evened out, limiting assembly processes gets an increased capacity and the implementation of a Telfer reduce throughput time and increases the safety for the workers. The future state is expected to increase Flexits maximum production capacity with up to 77 %. In part 2, Systematic Layout Planning (SLP) is used to streamline the flow of material and to minimize the transports within the factory. The result from the VSM in part 1 is included in part 2 and affects the outcome of SLP. With spaghetti diagrams and SLP the thesis identifies transport –and moment waste. Using SLP, the thesis generated a new factory layout, which streamlines the flow of material and reduces the unnecessary movements within Flexit’s factory by 75 %. In part 3, a summary of the results from the first two parts is presented. If the IP’s presented in this thesis is implemented by Flexit, they can save up to two millions (Kr) between 2017-25. Part 3 also presents a basis for how Flexit can establish a continuous improvement (CI) program. This program is established through the implementation of Kaizen and 5s, which will help Flexit develop and improve the IP’s and help them towards continued development. With the development of the CI program, a theoretical gap between organizational learning, innovation and CI was identified. By establishing a CI program in an organization, where an open and active organizational culture encourages innovation, an organizational learning will emerge.

<p>Detta examensarbete har genomförts på uppdrag av Försvarets Materielverk (FMV). </p><p>Det påstås att evaluering av komplexa/sammansatta system är svårt, om inte omöjligt. Common Criteria (CC) är en ISO/IEC-standard för evaluering av produkter och system. Även Information Technology Security Evaluation Criteria (ITSEC) används för samma ändamål. Jag har undersökt vad som är möjligt och denna uppsats beskriver alternativa evalueringslösningar med hjälp av CC/ITSEC, dock primärt enligt CC; där fokus hela tiden vilar på ackreditering av system och produkter inom det svenska försvaret. </p><p>Metoden som används bygger på kvalitativ och utredande analys vilken baseras på empirisk kunskap inhämtad från nyckelaktörer på marknaden samt en teoretisk referensram vilken utgörs av nyckelstandarder och för arbetet/uppsatsen relevanta dokument. </p><p>Jag har undersökt SYSn och FTA vilka är två ytterst intressanta lösningar för två olika typer av evalueringssituationer vid informell evaluering. Båda lösningarna fokuserar på systemevalueringar men produktevalueringar stöds även de. SYSn och FTA är framtagna av UK:s myndighet CESG vid GCHQ. </p><p>SYSn är en mer pragmatisk, kostnadseffektiv, snabb (med avseende på total evalueringstid) och flexibel lösning än existerande formella CCoch ITSEC-lösningar. Samtidigt bygger SYSn på CEM vilket gör att SYSn åtnjuter många av CC:s och CEM:s fördelar med avseende på bland annat återanvändbarhet och god struktur. SYSn erbjuder motsvarande assurans som CC: s EAL (SYS2 ≈ EAL2, SYS3 ≈ EAL3, SYS4 ≈EAL4).. Spårbarhet gällande utfall, testprocedurer, använd metodik etc. bibehålls. </p><p>FTA å andra sidan är ett avsevärt snabbare evalueringsinstrument där avkall på återanvändbarhet, struktur, dokumentation och förtroende görs. FTA är en lösning vilken fokuserar på best effort och ger inga direkta garantier om assuransnivåer etc. När det är ont om tid och inget certifikat eller ett formellt utlåtande för evalueringsresultatet efterfrågas är FTA en tilltalande lösning. Evaluering genomförs i enlighet med Fast Track Assessment Methodology (FTAM).</p>

This study examined the utility of the Mini-Social Phobia Inventory (MS) as a self-report screening measure of Social Anxiety Disorder (SAD). It also assessed whether there were any differences in the way in which respondents used the MS and other self-report measures when administered via the internet, as compared to standard pen and paper format. Data was collected from Swedish populations, using on clinical sample (n=133) and two samples of university students (n=795). The MS demonstrated adequate concurrent, convergent and divergent validity, and satisfactory discriminative validity, with an optimal cut-off value of 3. The psychometric properties of the scale were found to be equivalent across administration formats. / Denna studie undersökte nyttan av Mini-Social Phobia Inventory (MS), ett kort självskattat screeningformulär för socialt ångestsyndrom (SAD). I studien undersöktes även om det fanns skillnader i användning av MS och andra självskattningsformulär när dessa administrerades via internet jämfört med det vanliga pennaoch-papper-formatet. Data samlades in från svenska populationer genom användning av ett kliniskt sample (n=133)och två samples bestående av universitetsstuderande (n=795). MS uppvisade adekvat samtidig, konvergent och divergent validitet samt tillfredsställande diskriminativ validitet, med ett optimalt cut-off-värde på tre. De psykometriska egenskaperna hos skalan ansågs vara likvärdiga mellan de olika administrationsformaten.

Detta examensarbete har genomförts på uppdrag av Försvarets Materielverk (FMV). Det påstås att evaluering av komplexa/sammansatta system är svårt, om inte omöjligt. Common Criteria (CC) är en ISO/IEC-standard för evaluering av produkter och system. Även Information Technology Security Evaluation Criteria (ITSEC) används för samma ändamål. Jag har undersökt vad som är möjligt och denna uppsats beskriver alternativa evalueringslösningar med hjälp av CC/ITSEC, dock primärt enligt CC; där fokus hela tiden vilar på ackreditering av system och produkter inom det svenska försvaret. Metoden som används bygger på kvalitativ och utredande analys vilken baseras på empirisk kunskap inhämtad från nyckelaktörer på marknaden samt en teoretisk referensram vilken utgörs av nyckelstandarder och för arbetet/uppsatsen relevanta dokument. Jag har undersökt SYSn och FTA vilka är två ytterst intressanta lösningar för två olika typer av evalueringssituationer vid informell evaluering. Båda lösningarna fokuserar på systemevalueringar men produktevalueringar stöds även de. SYSn och FTA är framtagna av UK:s myndighet CESG vid GCHQ. SYSn är en mer pragmatisk, kostnadseffektiv, snabb (med avseende på total evalueringstid) och flexibel lösning än existerande formella CCoch ITSEC-lösningar. Samtidigt bygger SYSn på CEM vilket gör att SYSn åtnjuter många av CC:s och CEM:s fördelar med avseende på bland annat återanvändbarhet och god struktur. SYSn erbjuder motsvarande assurans som CC: s EAL (SYS2 ≈ EAL2, SYS3 ≈ EAL3, SYS4 ≈EAL4).. Spårbarhet gällande utfall, testprocedurer, använd metodik etc. bibehålls. FTA å andra sidan är ett avsevärt snabbare evalueringsinstrument där avkall på återanvändbarhet, struktur, dokumentation och förtroende görs. FTA är en lösning vilken fokuserar på best effort och ger inga direkta garantier om assuransnivåer etc. När det är ont om tid och inget certifikat eller ett formellt utlåtande för evalueringsresultatet efterfrågas är FTA en tilltalande lösning. Evaluering genomförs i enlighet med Fast Track Assessment Methodology (FTAM).

Classroom observation - particularly the post observation conference - is one of the most important aspects of staff development. The headmaster should create the climate in which the teacher has scope for self-development. During and especially after the class observation, it is imperative that the headmaster provides a restful, relaxed atmosphere, particularly for the post observation conference. This conference is of the utmost importance, as it provides feedback to the teacher on how another knowledgeable person experiences his presentation of a lesson. This research initially focused on staff development, what it entails and how it can be utilized by headmasters in schools. A closer look was taken at the post observation conference after a classroom observation, a questionnaire was distributed among the headmasters of various schools and the paper closes with recommendations and definite guidelines to headmasters. It is important for the school to be a pleasant working environment, where mutual respect and trust should exist. In such a climate, it is possible for the headmaster, during the post observation conference, to make recommendations and give advice without causing any hurt-feelings, enabling the teacher to develop professionally. A staff development plan with clear goals and target dates should ultimately be compiled. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996