Experience-based utility and own health state valuation for a health state classification system: why do it and how to do it

In the estimation of population value sets for health state classification systems such as the EQ-5D, there is increasing interest in asking respondents to value their own health state, sometimes referred to as "experienced-based utility values" or more correctly ownrather than hypothetical health states. Own health state values differ to hypothetical health state values, and this may be attributed to many reasons. This paper critically examines: whose values matter; why there is a difference between own and hypothetical values; how to measure own health state values; and why to use own health state values. Finally, the paper also examines other ways that own health state values can be taken into account, such as including the use of informed general population preferences that may better take into account experience-based values

Advances in Methodology and Applications of Decision Support Systems

These Proceedings are composed of a selection of papers of the Workshop on Advances in Methodology and Applications of Decision Support Systems, organized by the System and Decision Sciences (SDS) Program of IIASA and the Japan Institute of Systems Research (JISR). The workshop was held at IIASA on August 20-22, 1990. The Methodology of Decision Analysis (MDA) Project of the SDS Program focuses on a system-analytical approach to decision support and is devoted to developing methodology, software and applications of decision support systems concentrated primarily around interactive systems for data analysis, interpretation and multiobjective decisionmaking, including uncertainty analysis and group decision making situations in both their cooperative and noncooperative aspects. The objectives of the research on decision support systems (DSS) performed in cooperation with the MDA Project are to: compare various approaches to decision support systems; advance theory and methodology of decision support; convert existing theories and methodologies into usable (simple to use, user-friendly and robust) tools that could easily be used in solving real-life problems. A principal characteristic of decision support systems is that they must be tuned to specific decision situations, to complex real-life characteristics of every application. Even if the theory and methodology of decision support is quite advanced, every application might provide impulses for further theoretical and methodological advances. Therefore the principle underlying this project is that theoretical and methodological research should be strongly connected to the implementation and applications of its results to sufficiently complicated, real-life examples. This approach results in obtaining really applicable working tools for decision support. The papers for this Proceedings have been selected according to the above summarized framework of the research activities. Therefore, the papers deal both with theoretical and methodological problems and with real-life applications

Learning together through international collaboration in teacher education in Malaysia. Report of a project to develop a Bachelor of Education (Honours) in Primary Mathematics

Copyright University of Hertfordshire, School of Education 2011Learning together through international collaboration in teacher education in Malaysia is the report of an enterprising partnership between the University of Hertfordshire, UK, the Ministry of Education Malaysia and two Institutes of Teacher Education in Malaysia. Working collaboratively with colleagues in Malaysia, the University of Hertfordshire School of Education designed, validated, supported and quality assured a Bachelor of Education (Honours) degree programme for initial teacher training for a single cohort of 120 students over four years. All the students graduated in 2010. Learning together through international collaboration in teacher education in Malaysia provides a record of the project itself. It also documents in-depth insights from contributors to the project in two main areas: the collaborative approach to working together and issues relating to learning and teaching, including the Action – Reflection – Modelling (ARM) pedagogical approach, which underpinned the degree programme. Senior managers, teacher educators and lecturers share some of their learning from working together to develop and implement the new degree programme. Student teachers voice some experiences from their school placements. They describe how they used ARM; highlight some of the benefits of the approach and identify some of the challenges associated with introducing a different pedagogy in schools as they were 'learning to teach'. There are glimpses of 'lively and attractive' classes in which 'pupils enjoy and feel comfortable to learn' and 'are eager to answer my questions'. School mentors provide additional insights into the student teachers' learning and teaching practice. The richness of the contributions is reflected in the many quotations included in the report. The successful completion of this project was due to the dedication and expertise of many contributors. The findings documented in this report are relevant for all those engaged in international collaboration and teacher education.Final Published versio

Raising the standard of applied dementia care research : addressing the implementation error

Editoria

Reactive Rules for Emergency Management

The goal of the following survey on Event-Condition-Action (ECA) Rules is to come to a common understanding and intuition on this topic within EMILI. Thus it does not give an academic overview on Event-Condition-Action Rules which would be valuable for computer scientists only. Instead the survey tries to introduce Event-Condition-Action Rules and their use for emergency management based on real-life examples from the use-cases identified in Deliverable 3.1. In this way we hope to address both, computer scientists and security experts, by showing how the Event-Condition-Action Rule technology can help to solve security issues in emergency management. The survey incorporates information from other work packages, particularly from Deliverable D3.1 and its Annexes, D4.1, D2.1 and D6.2 wherever possible

Learning or imitation?

Comprend des références bibliographique

Making explicit in design education: generic elements in the design process

In general, designing is conceived as a complex, personal, creative and open-ended skill. Performing a well-developed skill is mainly an implicit activity. In teaching, however, it is essential to make explicit. Learning a complex skill like designing is a matter of doing and becoming aware how to do it. For teachers and students therefore, it will be helpful to make the design process explicit. In this paper, a conceptual framework is developed to be more explicit about the design process. Based on research of the design process, on differences between novices and expert designers, and on personal experience in design education practice, five generic elements in the design process are distinguished: (1) experimenting or exploring and deciding, (2) guiding theme or qualities, (3) domains, (4) frame of reference or library, (5) laboratory or (visual) language. These elements are generic in the sense that they are main aspects and always present in the complex, personal, creative and open-ended design process

Building in web application security at the requirements stage : a tool for visualizing and evaluating security trade-offs : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Systems at Massey University, Albany, New Zealand

One dimension of Internet security is web application security. The purpose of this Design-science study was to design, build and evaluate a computer-based tool to support security vulnerability and risk assessment in the early stages of web application design. The tool facilitates risk assessment by managers and helps developers to model security requirements using an interactive tree diagram. The tool calculates residual risk for each component of a web application and for the application overall so developers are provided with better information for making decisions about which countermeasures to implement given limited resources tor doing so. The tool supports taking a proactive approach to building in web application security at the requirements stage as opposed to the more common reactive approach of putting countermeasures in place after an attack and loss have been incurred. The primary contribution of the proposed tool is its ability to make known security-related information (e.g. known vulnerabilities, attacks and countermeasures) more accessible to developers who are not security experts and to translate lack of security measures into an understandable measure of relative residual risk. The latter is useful for managers who need to prioritize security spending. Keywords: web application security, security requirements modelling, attack trees, threat trees, risk assessment