Quality Program Provisions for Aeronautical and Space System Contractors

This publication sets forth quality program requirements for NASA aeronautical and space programs, systems, subsystems, and related services. These requirements provide for the effective operation of a quality program which ensures that quality criteria and requirements are recognized, definitized, and performed satisfactorily

Making automated computer program documentation a feature of total system design

It is pointed out that in large-scale computer software systems, program documents are too often fraught with errors, out of date, poorly written, and sometimes nonexistent in whole or in part. The means are described by which many of these typical system documentation problems were overcome in a large and dynamic software project. A systems approach was employed which encompassed such items as: (1) configuration management; (2) standards and conventions; (3) collection of program information into central data banks; (4) interaction among executive, compiler, central data banks, and configuration management; and (5) automatic documentation. A complete description of the overall system is given

Head of the Class: A QualityTeacher in Every Pennsylvania Classroom

"Head of the Class: A Quality Teacher in Every Pennsylvania Classroom" makes recommendations for how state policy can increase and support Pennsylvania's supply of qualified teachers. The report emphasizes that quality teaching is key to student achievement and that the state must act to ensure the presence of a qualified teacher in every Pennsylvania classroom at all times

Monitoring What Matters About Context and Instruction in Science Education: A NAEP Data Analysis Report

This report explores background variables in the National Assessment of Educational Progress (NAEP) to examine key context and instructional factors behind science learning for eighth grade students. Science education is examined from five perspectives: student engagement in science, science teachers' credentials and professional development, availability and use of science resources, approaches to science instruction, and methods and uses of science assessment

Management plan documentation standard and Data Item Descriptions (DID). Volume of the information system life-cycle and documentation standards, volume 2

This is the second of five volumes of the Information System Life-Cycle and Documentation Standards. This volume provides a well-organized, easily used standard for management plans used in acquiring, assuring, and developing information systems and software, hardware, and operational procedures components, and related processes

An Investigation of Voluntary Discovery and Disclosure of Environmental Violations Using Laboratory Experiments

This paper uses laboratory experiments to test individual responses to policies that seek to encourage firms to voluntarily discover and disclose violations of environmental standards. We find that while it is possible to motivate a significant number of voluntary disclosures without adversely affecting environmental quality, this result is sensitive to both the fine for disclosed violations and the assumption that firms know their compliance status without cost. When firms have to expend resources to determine their compliance status, motivating a significant number of violation disclosures yields worse environmental quality. Finally, relative to conventional enforcement, disclosure polices will result in more violations being sanctioned, but fewer of these sanctions are for violations that are uncovered by the government.enforcement, compliance, environmental standards, self-reporting, self-auditing voluntary disclosure

Perceptions of auditor independence: U.K. evidence

The reality and perception of auditor independence is fundamental to public confidence in financial reporting. A new Independence Standards Board was set up in the U.S. in 1997 and the European Union (EU) is currently seeking to establish a common core of independence principles. The general setting within which audit decisions are made and independence perceptions are formed is evolving rapidly due to competitive and regulatory changes. Policy-makers must work continuously to evaluate the critical threat factors and develop appropriate independence principles. This paper explores the potential of recent regulatory reforms in the United Kingdom (U.K.), many of which are unique to that country, to strengthen the independence framework. Using a questionnaire instrument, U.K. interested parties' perceptions of the influence on auditor independence of a large set of 45 economic and regulatory factors are elicited. Most factors have a significant impact on independence perceptions for all groups (finance directors, audit partners, and financial journalists). The principal threat factors relate to economic dependence and non-audit service provision, while the principal enhancement factors relate to regulatory changes introduced in the early 1990s (the existence of an audit committee, the risk of referral to the Financial Reporting Review Panel and the risk to the audit firm of loss of Registered Auditor status). Exploratory factor analysis reduces the factor set to a smaller number of uncorrelated underlying dimensions

Developing a Roadmap for e-Assessment: Which Way Now?

e-Assessment is of strategic importance to the UK since it forms an integral part of the e-learning movement which is a major global growth industry. This paper reports results from a project commissioned by JISC which set out to develop a Roadmap for e-assessment. This methodological approach was drawn from a range of 'roadmap? methodologies collected by Glenn and Gordon (2003). It facilitated the identification of the enabling factors and barriers to the use e-assessment through the construction of a survey which probed a number of experts opinions. The analysis of the various sources suggest that in England and Wales it is policy pressure which is a main driver and it is affecting more of the FE sector than the HE sector. In the HE sector institutions have more control over the rate and uptake of e-assessment as they award their own degrees. However, there is a recognition in HE that with larger classes and less tutorial time, tutors can keep track of their students? progress through e-assessment systems. They can adjust their lectures accordingly after they have picked up the misconceptions of a cohort through e-assessment feedback. At a personal level teachers/enthusiasts are addressing pedagogical problems through e-assessment. The barriers identified at a superinstitutional level, for example the . DfES, funding bodies, and examining bodies, are that of regulation, confidentiality and testing of these systems before they go across the UK. While the main drivers at a superinstitutional level are to move towards a new generation of learners engaged in self-reflection who will be able to identify their own learning needs. One of the major drivers for institutions to adopt e-assessment practices is that of student retention. HE and FE also see benefits with respect to attendance and achievement. This paper outlines the methods used and describes key barriers which will have to be overcome if e-Assesment is to be effectively deployed across UK HE and FE sectors

School Accountability and Administrator Incentives in California

Examines the impact of the No Child Left Behind Act's incentives for principals, superintendents, and school boards on accountability. Calls for transparency on the effectiveness of schools, districts, and interventions in improving student achievement