In the world of modeling, Model Validation plays a crucial role. A model editor is not said to becomplete without Validation. ModelicaML is a Modeling Language extended from a subset of UMLand SysML, developed under OpenModelica Project. It is defined to provide time-discrete andtime-continuous models. Papyrus Model Editor is extended to support for ModelicaML usingModelicaML Eclipse plug-in. This plug-in comes with Modelica Code Generator.Previously, ModelicaML plug-in had a prototype of validation which provided only Batch-modevalidation. The validation is used to be done by the Modelica compiler after the code generation phase.Each time the user tried to validate the model; first Modelica code is generated and then validated. Thistype of validation misses certain validation rules to validate due to the conversion from theModelicaML model to Modelica code.The goal of this thesis is to implement Model Validation done at model editor level with both Batch andLive mode validation. This can be done by developing an Eclipse plug-in which does the ModelValidation. This plug-in uses the EMF Validation framework for implementing the constraints andvalidation on ModelicaML models.

Plant simulation is one of the most wide spread tools for manufacturing companies related to operations and management. Its utility lies in its a bility to conduct experiments and investigate production scenarios without disrupting actual manufacturing operations. A cross industry, a similar process is recommended for developing these simulations. An essential step in this process is ensuring the accuracy of the simulation before it can be used for experimentation. To ensure the accuracy of a simulation with respect to the intended purpose there are two steps: verification and validation.This thesis specifically focuses on the validation of a complex plant simulation encompassing numerous conditions, known as discrete-event simulation. The thesis was  conducted in collaboration with a globally recognized manufacturer of medical devices. The primary objective is to establish a standardized framework that assists simulation engineers in conducting validation for both current and future simulation projects. With respect to the objective, this framework guides the validator through various conditions that result in other validation techniques being deemed appropriate. Therefore, various validation techniques found in literature are examined and categorized according to their applicability to the given situation. The development of this framework aims to enhance the confidence of simulation engineers and other stakeholders in the experimental results, while also fostering an increased understanding of interrelationships within the production line. Ultimately, the utilization of experiments can lead to advancements in productivity, efficiency, and sustainability.

This study aimed to develop and validate a rating scale for assessing English First Additional Language essays at Grade 12 level for the final National Senior Certificate examination. The importance of writing as a communicative skill is emphasised with the re-introduction of writing as Paper 3 of the English First Additional Language examination at the end of Grade 12 in South Africa. No empirical evidence, however, is available to support claims of validity for the current rating scale. The literature on the concept of validity and the process of validation was surveyed. Theoretical models and validation frameworks were evaluated to establish a theoretical base for the development and validation of a rating scale for assessing writing. The adopted framework was used to evaluate the adequacy of the current rating scale used for assessing Grade 12 writing in South Africa. The current scale was evaluated in terms of the degree to which it offers an appropriate means of assessing Grade 12 Level essay writing while adhering to requirements of the National Curriculum Statement. It was found lacking and the need for a new, validated rating scale was established. Various approaches to scale development were considered in consideration of factors that impact scores directly, viz. the type of rating scale, rater characteristics, scoring procedures and rater training. A new scale was developed and validated following an empirical procedure comprising four phases. The empirical process was based on an analysis of actual performances of Grade 12 English learner writing. A combination of quantitative and qualitative methods was used in each of the four phases to ensure the validity of the instrument. The outcome of this project was an empirically developed and validated multiple trait rating scale to assess Grade 12 essay writing. The proposed scale distinguishes five criteria assessed by means of a seven-point scale. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.

This study aimed to develop and validate a rating scale for assessing English First Additional Language essays at Grade 12 level for the final National Senior Certificate examination. The importance of writing as a communicative skill is emphasised with the re-introduction of writing as Paper 3 of the English First Additional Language examination at the end of Grade 12 in South Africa. No empirical evidence, however, is available to support claims of validity for the current rating scale. The literature on the concept of validity and the process of validation was surveyed. Theoretical models and validation frameworks were evaluated to establish a theoretical base for the development and validation of a rating scale for assessing writing. The adopted framework was used to evaluate the adequacy of the current rating scale used for assessing Grade 12 writing in South Africa. The current scale was evaluated in terms of the degree to which it offers an appropriate means of assessing Grade 12 Level essay writing while adhering to requirements of the National Curriculum Statement. It was found lacking and the need for a new, validated rating scale was established. Various approaches to scale development were considered in consideration of factors that impact scores directly, viz. the type of rating scale, rater characteristics, scoring procedures and rater training. A new scale was developed and validated following an empirical procedure comprising four phases. The empirical process was based on an analysis of actual performances of Grade 12 English learner writing. A combination of quantitative and qualitative methods was used in each of the four phases to ensure the validity of the instrument. The outcome of this project was an empirically developed and validated multiple trait rating scale to assess Grade 12 essay writing. The proposed scale distinguishes five criteria assessed by means of a seven-point scale. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.