A pilot-study was used to investigate, types of assistance, assessed needs, outcomes and effects of special-needs assistance given to a subsample of compulsory school pupils in an effort to develop an evaluation strategy for identifying educational impacts of specific special-needs inputs.  Preliminary results indicate a tendency for postive outcomes for most pupils in the pilot group (n = 11) but also that many pupils have residual difficulties.  Pupils with residual difficulties mostly required special education asssitance with Maths, English or Swedish.  More pupils also needed support with behavioral difficulties.  More research and an expanding knowledge base is required in order to effectively evaluate outcomes of teacher support.  Schools need help in devising different methods of assistance and particularly for pupils with behavioral difficulties.

In the context of sustainable development, evaluations have particularly high relevance as complex issues have to be dealt with generally over an extended period of time. Furthermore, there is a growing demand to evaluate against the concept of sustainable development. Especially evaluations with sustainable development are a rather new type of evaluation, as the source of its evaluation questions and the criteria applied are rooted in the concept of sustainable development. Sustainability of a specific project or process is often highly case specific as sustainable development is determined by many often unique issues. However, evaluations would be highly inefficient, if they would have to be newly designed in every case. Thus it is necessary to determine and utilize the major issues for evaluations with sustainable development. This paper is part of a series of three papers - which can be used independently - that present the major common issues for evaluations with sustainable development in a Tool Box. The results presented here are based on outcomes of a research project funded by the "Austrian Science Fund". This paper presents practical problems related to the issue of complexity in evaluations with sustainable development. Notwithstanding the multiple challenges, the strategic options available are presented in terms of strategies. Especially commissioning agents, but also other evaluation stakeholders will find an overview and an assessment of the strategies regarding resources required, state of practical experience as well as their compatibility with the concept of sustainable development. (author's abstract) / Series: Research Paper Series of the Research Focus Managing Sustainability

Many programs are executed according to the conventional, eager execution order, for which verification of execution costs is well-understood. However, there are other execution orders in use. One such order in common use is lazy execution or lazy evaluation, which is mostly demand-driven. Laziness supports better decompositions of algorithms, e.g., into modular producers and consumers, which enables compositional reasoning of answer correctness, but then timing correctness is more elusive. This thesis gives a formal method for verifying lazy timing, compositional with respect to program structure; it is an extension of a predicative programming theory. Predicative programming theories are formal methods that unify both specifications and programs as predicates or boolean-typed expressions over memory state and other quantities of interest. Their strengths are mathematical simplicity and support of program development and verification by incremental refinements. Among these theories, Hehner's a Practical Theory of Programming has the further strength of leaving termination and timing open rather than a built-in, and therefore is a flexible substrate for various timing schemes corresponding to various execution strategies. We use this substrate for our method for lazy timing. This thesis also proves soundness of the eager timing scheme in Hehner's work with respect to an eager operational semantics, and our lazy timing scheme with respect to a lazy operational semantics. Thus, if refinements promise an upper time bound, then execution actually stops within that time. Lastly, this thesis outlines a space of more operational semantics. It is possible ground for more execution strategies.

Many programs are executed according to the conventional, eager execution order, for which verification of execution costs is well-understood. However, there are other execution orders in use. One such order in common use is lazy execution or lazy evaluation, which is mostly demand-driven. Laziness supports better decompositions of algorithms, e.g., into modular producers and consumers, which enables compositional reasoning of answer correctness, but then timing correctness is more elusive. This thesis gives a formal method for verifying lazy timing, compositional with respect to program structure; it is an extension of a predicative programming theory. Predicative programming theories are formal methods that unify both specifications and programs as predicates or boolean-typed expressions over memory state and other quantities of interest. Their strengths are mathematical simplicity and support of program development and verification by incremental refinements. Among these theories, Hehner's a Practical Theory of Programming has the further strength of leaving termination and timing open rather than a built-in, and therefore is a flexible substrate for various timing schemes corresponding to various execution strategies. We use this substrate for our method for lazy timing. This thesis also proves soundness of the eager timing scheme in Hehner's work with respect to an eager operational semantics, and our lazy timing scheme with respect to a lazy operational semantics. Thus, if refinements promise an upper time bound, then execution actually stops within that time. Lastly, this thesis outlines a space of more operational semantics. It is possible ground for more execution strategies.

abstract: In countries of conflict, non-governmental organizations (NGOs) often resort to humanitarian relief. A small number of peace and conflict resolution organizations (P/CROs) engage more directly, through grassroots mediation, elite negotiation and advocacy. This thesis observes the potential for implementing such direct conflict interventions in traditional relief and development organizations. To understand current NGO activities, I examine ten case study organizations in two countries of conflict, Cote d'Ivoire and Somalia. I analyze organizations' rhetorical presentation, their society-level engagement, strategies for intervention, and responses to persistent challenges, such as security, impartiality, collaboration and evaluation. Based on conflict study literature, I make tentative recommendations for NGOs in Cote d'Ivoire and Somalia specifically. I also propose a more general system for classifying NGO peace work: five generations of conflict intervention, each more integrated, direct, and political. Rhetorical, structural and operational changes will help organizations move toward higher generation work. / Dissertation/Thesis / M.A. Social Justice and Human Rights 2011

Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to prospective teachers before evaluating the hoax websites. Seventy‑two prospective teachers from undergraduate education courses completed an online questionnaire, where they evaluated four websites (two hoaxes and two credible) and completed questions regarding their epistemic beliefs. Two groups of prospective teachers were selected. Group A was the control group and Group B was the experiment group. Group A simply took the online questionnaire. However, Group B was provided with an overview of a specific web evaluation strategy, the WWWDOT Framework, before taking the online questionnaire. Sixteen participants were interviewed. Interestingly, almost half of the participants (48.6%), trusted at least one of the hoax websites. The study concluded that teaching the WWWDOT Framework helped to increase the number of people that did not trust the aesthetically appealing hoax website in Group B. Regarding epistemic beliefs, prospective teachers, who displayed feeling‑based epistemic beliefs, tended to trust the hoax website that was aesthetically appealing in Group A. The qualitative results provided additional insights and supported the quantitative data. The qualitative research suggests that lateral reading, spending sufficient time to read and evaluate and knowing the definition of a hoax website as being the most important web evaluation strategies displayed by those that did not trust the hoax websites.

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)