Radar sounders (RS) are low frequency remote sensing instruments that profile the shallow subsurface of planetary bodies providing valuable scientific information. The prediction of the RS performance and the interpretation of the target properties from the RS data are challenging due to the complex electromagnetic interaction between many acquisition variables. RS simulations address this issue by forward modeling this complex interaction and simulating the radar response. However, existing simulators require detailed and subjective modeling of the target in order to produce realistic radargrams. For less-explored planetary bodies, such information is difficult to obtain with high accuracy. Moreover, the high computational requirements of conventional electromagnetic simulators prohibit the simulation of a large number of radargrams. Thus, it is not possible to generate and analyze a database of simulated radargrams representative of the acquisition scenario that would be very useful for both the RS design and the data analysis phase. To overcome these difficulties and to produce realistic simulated radargrams, this thesis proposes two novel approaches to the simulation and analysis of the radar response. The first contribution is a simulation approach that leverages the data available over geological analogs of the investigated target and reprocesses them to obtain the simulated radargrams. The second contribution is a systematic approach to the generation and analysis of a database of simulated radargrams representing the possible scenarios during the RS acquisition. The database is analyzed to predict the RS performance, to design the instrument parameters, and to support the development of automatic target detection algorithms. To demonstrate the proposed techniques the thesis addresses their use in two future RS instruments, which are at different phases of development: (1) the Radar for Icy Moons Exploration (RIME) and (2) a RS for Earth observation of the polar ice caps. The first contribution focuses on the analysis of the detectability of complex tectonic targets on the icy moons of Jupiter by RIME by simulating the radar response of 3D target models. The second contribution presents a feasibility study for an Earth orbiting RS based on the proposed simulation approaches.

Thesis (M. Ed. (Language Education)) --University of Limpopo, 2018 / Assessment is a crucial component in the learning and teaching environment. Many educators often go about assessment design by emulating their own teachers or predecessors. Gronlund (1993:1) argues that “despite the widespread use of achievement testing and the important role it plays in instructional programmes, many teachers receive little or no instruction on how to construct good achievement test.” Gronlund (1993) posits that the result is that there is no innovation towards good tests construction because many educators do not study the principles that guide effective test construction. Carey (1994:1) says that “effective teachers must also be proficient in testing, and proficiency in testing requires the synthesis of many different skills.” In Limpopo Province, especially in the under-resourced regions, the actual on-site practices by educators suggest that there are problems with the implementation of school based assessment tasks as prescribed by the National Curriculum Statement (NCS) through the Curriculum and Assessment Policy Statement (CAPS). This problem is further echoed in the sentiments of some academics that are skeptical about the authenticity of marks generated by educators and schools. This loss of confidence in the assessment practices impacts negatively on the worth of the education of the learners and their readiness to take their place in the academic and vocational spheres. The purpose of this study is to find the degree of success and failure in the implementation and management of school based assessment (SBA) in English Additional First Language in Grade 10 classes. Grade 10 is a crucial level of entry into the Further Education and Training (FET) Phase in schools because it lays the foundation for focused, rigorous and careeroriented high school learning in South Africa.

This research is concerned with the pre-implementation evaluation of investments in Information Systems (IS). IS evaluation is important as organisations need to assess the financial justifiability of business change proposals that include (but usually are not limited to) the introduction of IS applications. More specifically, this research addresses the problem of benefits assessment within IS evaluation. We contend that benefits assessment should not be performed at the level of the IS application, as most extant evaluation methods advocate. Instead, to study the dynamics and the interactions of the IS applications with their surrounding environment, we propose to adopt the business process as the analytic lens of evaluation and to assess the impacts of IS on organisational, rather than on technical, performance indicators. Drawing on these propositions, this research investigates the potential of dynamic process modelling (via discrete-event simulation) as a facilitator of IS evaluation. We argue that, in order to be effective evaluation tools, business process models should be able to explicitly incorporate the effects of IS introduction on business performance, an issue that is found to be under-researched in previous literature. The above findings serve as the central theme for the development of a design theory of IS evaluation by simulation. The theory provides prescriptive elements that refer both to the design products of the evaluation and the design process by which these products can come into reality. The theory draws on a set of kernel theories from the business engineering domain and proposes a set of meta-requirements that should be satisfied by business process models, a meta-design structure that meets these requirements, and a design method that provides guidance in applying the theoretical propositions in practice. The design theory is developed and empirically tested by means of two real-life case studies. The first study is used to complement the findings of a literature review and to drive the development of the design theory's components, while the second study is employed to validate and further enhance the theory's propositions. The research results support the arguments for simulation-assisted IS evaluation and demonstrate the contribution of the design theory to the field.

For companies that develop and operate IT applications that process the personal data of customers and employees, a major problem is protecting these data and preventing privacy breaches. Failure to adequately address this problem can result in considerable damage to the company's reputation and finances, as well as negative effects for customers or employees (data subjects). To address this problem, we propose a methodology that systematically considers privacy issues by using a step-by-step privacy impact assessment (PIA). Existing PIA approaches cannot be applied easily because they are improperly structured or imprecise and lengthy. We argue that companies that employ our PIA can achieve "privacy-by-design", which is widely heralded by data protection authorities. In fact, the German Federal Office for Information Security (BSI) ratified the approach we present in this article for the technical field of RFID and published it as a guideline in November 2011. The contribution of the artefacts we created is twofold: First, we provide a formal problem representation structure for the analysis of privacy requirements. Second, we reduce the complexity of the privacy regulation landscape for practitioners who need to make privacy management decisions for their IT applications.

Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, and grades, were gathered as evidence. These data were categorized by participant, interview question, and research question, and were then coded and analyzed to identify themes. The results indicated that, although objectives drive assessment indicators, they do not necessarily drive the assessment choice. They also indicated that the processes used by experienced instructors to determine assessment choices appear almost subconscious, although objectives are the major decision making point. This study impacts social change by helping identify areas where assessment selection is effective or ineffective, as well as where additional training needs to occur on alternative assessment options that accommodate changing student and workplace expectations better.

Products make substantial impact on environment. Design for Environment (DfE) is an approach to design where all the environmental impacts of a product are considered over entire products life. Since over 80% of the product costs are committed during the early stages, design can play a central role in reducing this environmental overloading by product. However, unlike cost and performance, use of environmental criteria and DfE is far from part of mainstream designing. Individual guidelines often exist for DfE but these are not integrated with design tools. There is a need for capture of the rationale in design process as a know how backup for later use. Life Cycle Assessment (LCA) is currently the most promising and scientifically proven technique for estimating environmental impacts of a product during its lifecycle. Current LCA tools are not well integrated with design process and CAD tools. Consequently, there is a need for an LCA tool integrated into the natural design process that can be applied to early as well as detailed design stages. Detailed LCA is critically dependent on high volumes of product specific data, time consuming, often unaffordable and used after the detailed stages of design. Current approximate LCA methods are either incomplete, inaccurate or require prior knowledge of what data is important There is substantial uncertainty involved in the environmental impact calculations in LC. While Literature discusses uncertainty of impact data, there is no discussion on how to calculate and represent the total uncertainty in the potential impact of a product proposal at any given stage in design with respect to LCA. There is a need for a method that can aid in decision making by supporting quantitative comparison of available alternatives to identify the best alternative, under uncertain information about alternatives. Often the likely performance, cost or environmental impacts of a product proposal could be estimated only with certain confidence, which may vary from one proposal to another. The overall objective of this thesis is to “Develop a support to the designers using which they can develop environmentally friendly product lifecycles in much the same way as they currently design products, at all stages of their design, while reusing information from their past design activities”. For this the specific objectives are to: 1.Understand how designers currently design products and what they need for developing environmentally friendly product design. 2.Develop a holistic framework for both generation and evaluation of environmentally friendly life cycle proposals. 3. Capture rationale as part of the design process. 4. Estimate uncertainty in the environmental impact assessment during design. 5. Evaluate product lifecycle proposals with multiple criteria under uncertainty. 6. Integrate design process with environmental impact assessment. 7. Apply environmental impact assessment through the design process. From the descriptive studies we found that there is substantial difference in the environmental impact among products having the same functionality generated during the same design process. Analysis of industrial products available in the market show similar results. This means that design can substantially affect the impact created by a product. In our studies, designers did not consider environmental impact as a criterion in evaluation and we also identified the typical activities performed by designers during An Interactive Support for Developing Environmentally Friendly Product Lifecycles designing that must be allowed, supported or taken into account while developing a support for environmentally friendly product lifecycle design (EFPLD). The requirements of the designer for support are: tools should be proactive, easy to learn, understand and use, allow understanding of design rationale, act as a checklist, reduce total time, store knowledge and experience as know‐how backup, useful in all stages of design, not require too much extra effort for analysis, integrated to CAD, aid in trade off between choices, show uncertainty analysis, aid in analysis & improvement, and consider all lifecycle phases. A holistic framework, ACLODS (is a acronym of the six dimensions) constituting the following six dimensions: a) Activities, b) Criteria, c) Lifecycle phases, d) Outcomes, e) Design stages, and f) Product Structure was proposed for development of environmentally friendly product lifecycle designs. Through descriptive studies we found mainly 4 categories and associated sub categories of uncertainty in information with respect to LCA in design. The four categories are uncertainty in product structure, lifecycle phases, data quality, and methodological choices. The sub categories are assemblies, sub- assemblies, parts, relations, and features in product structure, material, production, distribution, usage, and after‐usage in lifecycle phases, temporal relevance, spatial relevance and sample size in data quality, and temporal relevance, spatial relevance, and comprehensiveness in methodological choices. At any point of time, uncertainty in information available is an accrual of the combination of the individual uncertainties. A method called confidence weighted objectives method is developed to compare the whole lifecycle of product proposals using multiple evaluation criteria under various levels of uncertainty. It is compared with normal weighted objectives method and found to be better since it estimates the overall worth of proposal nd confidence on the estimate, enabling deferment of decision making when decisions cannot be made using current information available. A new integrated platform IDEA‐SUSTAIN is developed in this thesis for supporting synthesis in product development on a commercial CAD workspace, while also aiding automated capture and storage of the rationale behind the decisions for retrieval whenever required during design. It is extended to support life cycle assessment of product proposals created by automatically extracting the information already stored while designing and ask for other information required to model the lifecycle without much extra effort from the designer. Then it uses the method for uncertainty reasoning developed also as a part of this research to estimate the level of confidence on the impact value owing to the incompleteness in knowledge available. The estimation is possible at part, assembly or product levels, for a single lifecycle phase or multiple phases. Using in‐house design exercises and feedback questionnaire evaluation of support is done. The usage of Idea‐Sustain has been found to be the best for both generation and evaluation of product proposals. The two computer aided tools – software (LCA) and Idea-Sustain-are compared with each other for fulfilling the functional requirements by analysing the feedbacks given by the designers on these tools against these requirements. Idea‐Sustain fulfilled well most of the requirements while the software (LCA) fulfilled only some of the needs, that too less effectively.

For 25 years, I have worked in a high school education system, where for the final 2 years of schooling, teachers at each school write their own programs of work and write their own assessment items. They then mark and report on this assessment. There are no final public statewide exams, and as an outcome students right throughout the State are ranked for University entry. What follows is an exploration into the procedures that are put in place to ensure that each and every student is treated fairly and equitably. I will discuss the various levels of moderation that take place between schools, the processes that aid in keeping a level playing field for all concerned.

<p>Assessment of student learning is ubiquitous in higher education chemistry courses because it is the mechanism by which instructors can assign grades, alter teaching practice, and help their students to succeed. One type of assessment that is popular in general chemistry courses, yet difficult to create effectively, is the multiple-choice assessment. Despite its popularity, little is known about the extent that multiple-choice general chemistry exams adhere to accepted design practices or the processes that general chemistry instructors engage in while creating these assessments. Further understanding of multiple-choice assessment quality and the design practices of general chemistry instructors could inform efforts to improve the quality of multiple-choice assessment practice in the future. This work attempted to characterize multiple-choice assessment practices in undergraduate general chemistry classrooms by, 1) conducting a phenomenographic study of general chemistry instructor’s assessment practices and 2) designing an instrument that can detect violations of item writing guidelines in multiple-choice chemistry exams. </p> <p>The phenomenographic study of general chemistry instructors’ assessment practices included 13 instructors from the United States who participated in a three-phase interview. They were asked to describe how they create multiple-choice assessments, to evaluate six multiple-choice exam items, and to create two multiple-choice exam items using a think-aloud protocol. It was found that the participating instructors considered many appropriate assessment design practices yet did not utilize, or were not familiar with, all the appropriate assessment design practices available to them. </p> <p>Additionally, an instrument was developed that can be used to detect violations of item writing guidelines in multiple-choice exams. The instrument, known as the Item Writing Flaws Evaluation Instrument (IWFEI) was shown to be reliable between users of the instrument. Once developed, the IWFEI was used to analyze 1,019 general chemistry exam items. This instrument provides a tool for researchers to use to study item writing guideline adherence, as well as, a tool for instructors to use to evaluate their own multiple-choice exams. The use of the IWFEI is hoped to improve multiple-choice item writing practice and quality.</p> <p>The results of this work provide insight into the multiple-choice assessment design practices of general chemistry instructors and an instrument that can be used to evaluate multiple-choice exams for item writing guideline adherence. Conclusions, recommendations for professional development, and recommendations for future research are discussed.</p>

For 25 years, I have worked in a high school education system, where for the final 2 years of schooling, teachers at each school write their own programs of work and write their own assessment items. They then mark and report on this assessment. There are no final public statewide exams, and as an outcome students right throughout the State are ranked for University entry. What follows is an exploration into the procedures that are put in place to ensure that each and every student is treated fairly and equitably. I will discuss the various levels of moderation that take place between schools, the processes that aid in keeping a level playing field for all concerned.

The aim of this master´s thesis was design and analysis of a steel supporting structure of a building for business and administration purposes in Ostrava. It includes an assessment of the main load-bearing construction elements and the selected connections. The thesis also contains the design documentation of the building and compares two different variants of the steel construction design.