Requirements validation is a critical phase of requirements engineering processes, which makes sure that requirements are correct, consistent, complete and accurate. Requirements validation is used in determining the right requirements, while verification determines that implementation is correct with respect to its requirements. The main objective of validation is to certify that requirement specification document is the acceptable description of the system, which is going to be implemented. Requirements validation techniques (RVTs) play pivotal role to detect possible defects in the requirements. RVTs can help in the completion of projects, within given schedule, budget and according to the desired functionality. The studies of six companies regarding requirements validation, is presented in this thesis. This study explores the requirements validation techniques that are presented in academia and practiced in industry as well. Interview studies are conducted in two countries, which is an attempt to find the usage of requirements validation techniques in both of the countries. The pros and cons of identified RVTs are discussed, along with it; the comparison of different RVTs with respect to the satisfaction level of specific RVT in terms of catching defects, time/schedule and cost is presented as well.

Context: Requirement validation is a phase of the software development life cycle where requirements are validated to get rid of inconsistency, incompleteness. Stakeholders involved in the validation process to make requirements are suitable for the product. Requirement validation techniques are for validating the requirements. Selection of requirements validation techniques related to the factors that need to consider while validating requirements makes the validation process better. This paper is about the factors that influence the selection of requirements validation technique and analyzing the most critical factors. Objectives: Our research aim is to find the factors influencing the selection of requirements validation techniques and evaluating critical factor from the factors list. To achieve our goal, we are following these objectives. To get a list of validation techniques that are currently being used by organizations, and to enlist the factors that influence the requirements validation technique. Methods: To identify the factors influencing the selection of requirement validation techniques and evaluating the critical factors, we conducted both a literature review and survey. Results: From the literature review, two articles considered as our starter set, and through snowball sampling, a total of fifty-four articles were found relevant to the study. From the results of the literature review, we have formulated a questionnaire and conducted a survey. A total of thirty-three responses have gathered from the survey. The survey obtains the factors influencing the requirement validation techniques. Conclusions: The factors we got from the survey possess a mixed view like each factor has its critically in different aspects of validation. Selecting one critical factor is not possible during the selection of the requirements validation technique. So, we shortlisted the critical factors that have more influence in the selection of requirement validation techniques, Factors, Requirements validation techniques.

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In software engineering the requirements validation has very core importance. The requirements validation very helpful to judge that software requirements specification (SRS) is complete and free of bugs. The requirements validation is a assurance that the software requirements document is free of unwanted requirements and completely consistent. In order to remove inconsistency, detect defects and make the software requirements document fully functional the requirements validation is key factor. All possible requirements validation techniques available in academia such requirements reviews , requirements prototyping, requirements testing and viewpoint-oriented requirements validation are explained properly in this thesis report. In a very readable and understandable way the thesis presents all pros and cons of these requirements validation techniques practiced in different software companies in Sweden and available in academia. This report explains all possible advantages and issues related with these RVTs. In order to judge the best performance of these RVTs and to make their comparison I used a proper channel. I have designed a very effective survey questionnaire with the help of my colleges and literature review. To make creative comparison I conduct interviews and send survey questionnaire to different people working in requirements engineering departments in different software industries in Sweden. Finally the satisfaction levels of different software industries with these requirements validation techniques presents in this thesis report. These variables such as defect detection, time and cost are used to measure the satisfaction levels. / I Software Engineering kraven validering har en mycket central betydelse. Den kravvalidering very helpful att bedöma att Kravspecifikation (SRS) är klar och felfria. Kraven validering är en garanti för att programvaran kravdokument är fri från oönskade krav och helt konsekvent. För att undanröja inkonsekvens, upptäcka brister och göra programvaran kravdokument fullt funktionella kraven validering är viktig faktor. Alla möjliga kravvalidering tekniker inom den akademiska sådana krav recensioner, krav prototyper, provning och synpunkt-orienterade kravvalidering förklaras ordentligt i denna avhandling rapport. I ett mycket lättläst och begripligt sätt avhandling presenterar alla fördelar och nackdelar med dessa krav validera metoder praktiseras i olika mjukvaruföretag i Sverige och finns i den akademiska världen. Denna rapport förklarar alla möjliga fördelar och frågor kring dessa RVTs. För att bedöma de bästa resultaten i dessa RVTs och göra en jämförelse av dem använde jag en riktig kanal. Jag har skapat en mycket effektiv frågeformulär med hjälp av min högskolor och litteraturgenomgång. Skapa kreativa jämförelse jag intervjua och skicka frågeformuläret till olika personer som arbetar inom tekniska kraven för dessa avdelningar i olika programvaruföretag i Sverige. Slutligen tillfredsställande nivåer av olika programvaruföretag med dessa krav validering teknik presenteras i denna avhandling rapport. Dessa variabler såsom Upptäcka, tid och kostnader används för att mäta tillfredsställande nivåer. / Author: Latif Hussain Sulehri E-mail: latifsulehry@hotmail.com Phone: +46 704 917 140

The credit scoring with the help of classification techniques provides to take easy and quick decisions in lending. However, no definite consensus has been reached with regard to the best method for credit scoring and in what conditions the methods performs best. Although a huge range of classification techniques has been used in this area, the logistic regression has been seen an important tool and used very widely in studies. This study aims to examine accuracy and bias properties in parameter estimation of the logistic regression by using Monte Carlo simulations in four aspect which are dimension of the sets, length, the included percentage defaults in data and effect of variables on estimation. Moreover, application of some important statistical and non-statistical methods on Turkish credit default data is provided and the method accuracies are compared for Turkish market. Finally, ratings on the results of best method is done by using receiver operating characteristic curve.

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate