Lesson Notes 12.14 To 12.23

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Creating Yourself as a Tester - Make Your Own Testing Path We are not born testers. We become testers. Some of us become testers by circumstance, we "just stumble into it". Some of us choose the path of a tester. In both instances we then make choices to determine if, and when, we improve as testers. Everything we do in the name of 'testing' shapes us as a tester. By our every day actions we create ourselves as testers. And its important that we recognize this because we have to take responsibility for our own test approaches. Similarly we have to take responsibility for making ourselves better testers. In this talk Alan will describe the dark times before he recognized his own responsibility, when he allowed circumstance to control his testing path, and the steps he has taken to improve his testing skills and make his own testing path, in the hope that you will be able to add some of those techniques to your own self improvement regime.

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Joep Schuurkes and me gave this talk at TestBash Manchester, October 21, 2016. Abstract: The challenge of teaching new testers useful skills is something that many testers face - either you’re a manager, a test competence lead, or an experienced tester who coaches other testers. What would you need to learn and practice to become a tester in the first place? How would you pick the things to learn and skills to practice to help a new team member learn the ropes of testing and start adding value? If Tim Ferriss can come up with the 4-hour chef, why can’t we come up with the 4-hour tester? Armed with the hypothesis that it’s possible to identify the core skills and knowledge for testers and that it’s possible to become familiar with those in 4 hours, Joep and Helena set out to explore and discover what that core consists of. This talk addresses the process of discovery itself, how they found the hypothesis to be or not to be true, and what they learned along the way. They will also present the results of the experiment as a set of heuristics in a framework that can help novice testers to learn testing.

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1 Saint Leo University MAT 131 College Mathematics Course Description: Topics include critical thinking, number theory, measurement, percentages, geometry, counting methods, probability, and statistics. Prerequisite: None Textbooks: Blitzer, B. (2011). Thinking mathematically with Mymathlab plus access (6th ed.). Boston, MA: Pearson-Prentice Hall. ISBN-13: 978-0-321-86732-2 White, J., & White, S. (2015). Thinking critically to solve problems: Combining values and college mathematics. Boston, MA: Pearson-Prentice Hall. ISBN-13: 978-1-5115-3917-3 The MyMathLab Plus access code includes Thinking Mathematically (Blitzer) eBook access, so purchasing the physical Blitzer textbook is optional. Learning Outcomes: By the end of this course, students will be able to: 1. Solve problems involving data analysis and probability and obtain a better sense of community when interpreting studies that relate to the world around them. 2. Use concepts that relate to number sense, concepts, and operations. 3. Use measurement techniques and demonstrate knowledge of geometry and spatial sense. 4. Use basic problem-solving strategies. 5. Explore how mathematics can be used to enhance community. Core Value: Students will be learning the mathematical skills for solving problems and then investigate how those skills and solutions can be used to enhance community. Community: Saint Leo University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve. 2 Evaluation: In determining the final grade, the following weights will apply: Problem Sets (7 @ 2% each) 14% Quizzes (4 @ 2% each) 8% Exams (2 @ 13% each) 26% Final Test 20% Discussions (8 @ 1% each) 8% Group Project 12% Individual Project 12% Total 100% Module Breakdown of Percentages: Module 1: Problem Set 1 = 2%, Discussion = 1% Module 2: Problem Set 2 = 2%, Discussion = 1%, Quiz 1 = 2%, Exam 1= 13%, Module 3: Problem Set 3 = 2%, Discussion = 1% Module 4: Problem Set 4 = 2%, Discussion = 1%, Quiz 2 = 2%, Group Project = 12% Module 5: Problem Set 5 = 2%, Discussion = 1% Module 6: Problem Set 6 = 2%, Discussion = 1%, Quiz 3 = 2%, Exam 2 = 13% Module 7: Problem Set 7 = 2%, Discussion = 1% Module 8: Discussion = 1%, Quiz 4 = 2%, Final Test = 20%, Individual Project = 12% Grading Scale: Grade Score (%) A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76 C- 70-73 D+ 67-69 D 60-66 F 0-59 A minimum grade of “C” is needed to fulfill the degree requirement. MyMathLab: Most of your assignments for this course will be completed in MyMathLab, which is designed to ...

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ive a file has questions i need you guys to answer the question Assignment 1 Directions Enter your Name Here = è XXXXXXXXXX Most requirements of this assignment will require you to research answers from your text book (you must read the text book to get some answers), from the Internet, or any other reasonable source. Many Internet sources, video links, text book and Blackboard presentation reference are provided to help you START your research. I have found that any single Internet source is very incomplete and the format may not conducive for most answers required. Some students do not READ the text book or review the Power Point presentation provided to you in Blackboard. Some answers are only available from my power point presentations or update notes. You may cut-and-paste answers whenever appropriate, you should take care to synthesize your answers to include multiple sources. I would be impressed that you consult a Google image search and paste and appropriate image to supplement your answer. While I permit cut-and-paste, I do expect you use your own words so that you: 1. Organize the answer 2. Demonstrate that you have read what you have cut-and-pasted 3. Use any means that clearly displays that you have gained knowledge. If you are LEARNING the subject matter there should be no problem. If you cut-and-paste and pray that it might answer the question you will be penalized. I hate irrelevant cut-and-paste BS. The content of each student's assignment may NOT be copied from any other current or past student enrolled in this class. Each assignment is to be prepared by ONE student. Assignments are NOT a group-prepared assignment. Copying and pasting assignment any portion of the requirements from another student either enrolled in the current semester and or a previous semester is an act of plagiarism according to the RMU Academic Integrity Policy. Any assignment found to be "too much alike" will be subject to a grade of zero for all parties concerned. Such an act constitutes a violation of the Robert Morris University Academic Integrity Policy. The instructor reserves the right to review past assignments with students who are unable to prepare assignments during the hands-on portion of the exam to determine the student's mastery of the assignment's objectives. The assignment grade based upon the result of the instructor's review. On-ground tests may be used to compare the student’s knowledge to performance on assignments. All acts of plagiarism will be submitted the RMU Academic Integrity Board to determine university-wide penalties. You, however, may discuss assignment requirements, assist other students with debugging programs or other hands-on-requirements, tutor students, or provide other advice that may assist the students in acquiring knowledge. But the actual preparation of an individual assignment must have been completely prepared by the student who submitted the assignment. Sections of the a.

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