A Leveled Examination of Test-Driven Development Acceptance

Test-driven development (TDD) has garnered considerable attention in professional settings and has made some inroads into software engineering and computer science education. A series of leveled experiments were conducted with students in beginning undergraduate programming courses through upper-level undergraduate, graduate, and professional training courses. This paper reports that mature programmers who try TDD are more likely to choose TDD over a similar test-last approach. Additionally this research reveals differences in programmer acceptance of TDD between beginning programmers who were reluctant to adopt TDD and more mature programmers who were more willing to adopt TDD. Attention is given to confounding factors, and future studies aimed at resolving these factors are identified. Finally proposals are made to improve early programmer acceptance of TDD

Exploring the Assessment Aspect of Differentiated Instruction: College EFL Learners\u27 Perspectives on Tiered Performance Tasks

If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL learning and teaching at the tertiary level. Grounded in the humanistic stance of education and sociocultural view of learning, the study’s premise is that culturally responsive learner-centered instruction will promote English learning experience in a Chinese context. Data gathering techniques employed included observations, interviews, videotaping, and artifact collection, while data analysis procedures followed a three-step process: data reduction, data display, and conclusion drawing and verification. A total of 12 participants demonstrated generally positive responses to tiered performance tasks offered in a final examination for a freshmen English listening and speaking class. An overall acceptance of the assessment strategy was generated through recognition and appreciation of choices of leveled tasks, heightened motivation, increased efforts, improved English skills, and greater confidence. Concerns caused by the challenging tasks included complexity level, time required to complete the task, partnership, and score. Affirmative results were particularly evident in low-ranking students. The acceptance of tiered performance tasks indicated that differentiated instruction is promising in supporting English language learning of college EFL learners in Taiwan. Implications pointed to the needs of an authentic assessment to link teaching and learning, as well as an equitable relationship between the educator and the learner. Suggestions for future research were offered

Exploring the Assessment Aspect of Differentiated Instruction: College EFL Learners\u27 Perspectives on Tiered Performance Tasks

If human beings are believed to be individually unique, why are students evaluated with standardized tests? Differentiated instruction, honoring individual differences of each learner, provides an alternative answer to the question by employing tiered performance tasks to address personal needs in assessment situations. To explore the applicability of differentiated instruction in an English as a Foreign Language (EFL) environment, this case study explored Taiwanese college students’ perspectives on tiered performance tasks and educational implications of the perspectives with regard to EFL learning and teaching at the tertiary level. Grounded in the humanistic stance of education and sociocultural view of learning, the study’s premise is that culturally responsive learner-centered instruction will promote English learning experience in a Chinese context. Data gathering techniques employed included observations, interviews, videotaping, and artifact collection, while data analysis procedures followed a three-step process: data reduction, data display, and conclusion drawing and verification. A total of 12 participants demonstrated generally positive responses to tiered performance tasks offered in a final examination for a freshmen English listening and speaking class. An overall acceptance of the assessment strategy was generated through recognition and appreciation of choices of leveled tasks, heightened motivation, increased efforts, improved English skills, and greater confidence. Concerns caused by the challenging tasks included complexity level, time required to complete the task, partnership, and score. Affirmative results were particularly evident in low-ranking students. The acceptance of tiered performance tasks indicated that differentiated instruction is promising in supporting English language learning of college EFL learners in Taiwan. Implications pointed to the needs of an authentic assessment to link teaching and learning, as well as an equitable relationship between the educator and the learner. Suggestions for future research were offered

An Industrial Case Study on Test Cases as Requirements

It is a conundrum that agile projects can succeed 'without requirements' when weak requirements engineering is a known cause for project failures. While Agile development projects often manage well without extensive requirements documentation, test cases are commonly used as requirements. We have investigated this agile practice at three companies in order to understand how test cases can fill the role of requirements. We performed a case study based on twelve interviews performed in a previous study. The findings include a range of benefits and challenges in using test cases for eliciting, validating, verifying, tracing and managing requirements. In addition, we identified three scenarios for applying the practice, namely as a mature practice, as a de facto practice and as part of an agile transition. The findings provide insights into how the role of requirements may be met in agile development including challenges to consider.Comment: Proceedings of XP 2015: 27-3

University catalog, 2016-2017

The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. -- Page 3

University catalog, 2018-19

Welcome to the University of Missouri 2018-2019 catalog! We are pleased to provide an interactive and searchable catalog online. The catalog is a comprehensive reference for your academic studies. It includes a list of all degree programs offered at MU, including bachelors, masters, specialists, doctorates, minors, certificates, and emphasis areas. It details the university wide requirements, the curricular requirements for each program, and in some cases provides a sample plan of study. The catalog includes a complete listing and description of approved courses. It also provides information on academic policies, contact information for supporting offices, and a complete listing of faculty members. Information in the catalog is current as of May 2018.--Page 17

The Macro-Social Benefits of Education, Training and Skills in Comparative Perspective [Wider Benefits of Learning Research Report No. 9]

This report, the second from the Centre's strand of comparative research, complements an earlier WBL research report (Education, Equity and Social Cohesion: A Distributional Model) in exploring further themes of societal comparison and the distributional effects of education systems. Despite generally high levels of educational attainment there is huge diversity amongst Western Societies in terms of crime, tolerance, trust and social cohesion. In this report, we take a comparative approach to investigating relationships between education and these outcomes at a societal level. Through an interdisciplinary review of literatures from sociology, history, economics and psychology we examine the role of education systems from a number of countries in influencing trends in, and levels of, these variables. Whilst the importance of country and historical context is stressed throughout we arrive at some general conclusions concerning the role of education systems in the development of various forms of social cohesion. This report will be of interest to policy makers, researchers and practitioners who are interested in the social impact of education systems. In particular, we examine implications for current UK policy targeted at increasing national educational attainment

Long-Term Outcomes of the Benefit-Finding Group Intervention for Alzheimer Family Caregivers: A Cluster-Randomized Double-Blind Controlled Trial

Objectives To examine the effects of the group benefit-finding intervention (BFT) for Alzheimer family caregivers up to 10-month follow-up. Design Cluster-randomized double-blind controlled trial. Setting Social centers and clinics. Participants 129 caregivers. Inclusion criteria were (a) primary caregiver aged 18+ and without cognitive impairment, (b) providing ≥14 care hours per week to a relative with mild-to-moderate Alzheimer's disease, and (c) scoring ≥3 on the Hamilton Depression Rating Scale. Exclusion criterion was care-recipient having parkinsonism or other forms of dementia. Interventions BFT (using cognitive reappraisal to find positive meanings) was evaluated against two forms of psychoeducation as controls—standard (STD-PE) and simplified (lectures only; SIM-PE) psychoeducation. All interventions had eight weekly sessions of 2 hours each. Measurements Primary outcome was depressive symptom, whereas secondary outcomes were global burden, role overload, and psychological well-being. Measures were collected at baseline, post-intervention, and 4- and 10-month follow-up. Results Mixed-effects regression showed that BFT's effect on depressive symptoms conformed to a curvilinear pattern, in which the strong initial effect leveled out after post-intervention and was maintained up to 10-month follow-up; this was true when compared against either control group. The effect on global burden was less impressive but moderate effect sizes were found at the two follow-ups. For psychological well-being, there was an increase in the BFT group at 4-month follow-up and a return to baseline afterwards. No effect on role overload was found. Conclusions Benefit-finding reduces depressive symptoms as well as global burden in the long-term, and increases psychological well-being in the medium-term

World Trade Organization (WTO): Issues in the Debate on Continued U.S. Participation

[Excerpt] Following World War II, the United States led efforts to establish an open and nondiscriminatory trading system with the expressed goal of raising the economic well-being of all countries and bolstering world peace. These efforts culminated in the creation of the General Agreement on Tariffs and Trade (GATT) in 1948, a provisional agreement on tariffs and trade rules that governed world trade for 47 years. The World Trade Organization (WTO) succeeded the GATT in 1995 and today serves as a permanent body that administers the rules and agreements negotiated and signed by 153 participating parties, as well as a forum for dispute settlement and negotiations. Section 125 of the Uruguay Round Agreements (P.L. 103-465), which is the law that approved and implemented the agreements reached during the Uruguay Round of multilateral trade negotiations, provided that the U.S. Trade Representative (USTR) must submit to Congress every five years a report that analyzes the costs and benefits of continued U.S. participation in the WTO. The USTR submitted its report to Congress on March 1, 2010, triggering a 90 legislative day timetable in which any Member of Congress may introduce a privileged joint resolution withdrawing congressional approval of the WTO Agreement (to date no withdrawal resolution has been introduced in the 111th Congress). Most observers maintain that U.S. withdrawal from the WTO is at best highly unlikely for both substantive and procedural reasons. Substantively, the withdrawal of U.S. participation could undermine a multilateral system of trade rules and practices, formulated and implemented under U.S. leadership, that on balance has contributed to increased economic prosperity and security at home and abroad. Procedurally, a withdrawal resolution would have to pass both the House and Senate and then surmount a likely Presidential veto via an override with a two-thirds majority vote. Nevertheless, such a resolution provides an opportunity for Members of Congress periodically to debate “whether the WTO is an effective organization” and ways it could better serve U.S. interests. The purpose of this report is to analyze some of the main issues in any debate on U.S. participation in the WTO and to address some of the criticisms leveled at the organization. Academic studies indicate that the United States benefits from broad reductions in trade barriers worldwide, but some workers and industries might not share in those gains. Decisions in the WTO are made by member governments, which determine their negotiating positions, file dispute challenges, and implement their decisions. However, some argue that smaller countries are left out of decision-making and that governments tend to represent the interests of large corporations disproportionately. The United States has been a frequent participant in WTO dispute proceedings, both as a complainant and as a respondent. There have been complaints that countries do not adhere to decisions and that U.S. trade remedy laws have not been judged properly. It is also argued that this multilateral dispute settlement process is unique and that the United States has successfully used the process to advance its economic interests. Certain advocates for the environment, food safety, labor, development, and financial regulation have criticized the WTO. Much of the criticism is based on interpretations of various WTO agreements or rulings that have been controversial. An appendix sets out the legislative procedures for the WTO withdrawal resolution. This report will be updated as events warrant