CREATING SMART TEST CASES FROM BRITTLE RECORDED TESTS

Software testing is a large and important part\u27of the software development life-cycle. There exist many methods to test software, such as writing unit tests or manually testing the software. One other such method is called record and playback. Record and playback allow a tester to record their interactions with a piece of software and then play back those actions against the same software at a later time. The major fault with record and playback tools is that the tests that are created are often brittle. A test is considered brittle when it no longer works when small changes are made to the software or when the test produces false-positive results. This thesis focuses on the record and playback software we designed and built for the BlackBerry smartphone. The system was designed to create smart tests from brittle, recorded tests. We discuss how we created our software and why it. works. Following that, we look at the system’s output to determine its accuracy. Finally, we discuss how our methods can be incorporated into general software development

Dynamically Testing Graphical User Interfaces

Software test generation for GUIs is a hard problem. The goal of this thesis is to investigate different methods for dynamically generating tests for GUIs. We introduce the concept of an event-pair graph, which is used to represent and measure test suites, and show how it can be used to generate tests and measure GUI coverage. Before we can begin generating tests, we first want to determine which is better: a small test suite with a few long tests or a large test suite with many short tests. Therefore, we designed and conducted a study to determine which is more effective. We found that moderate to long tests perform better than short tests. We then move on to discuss seven test generation algorithms. Two are based on random selection, two are based on greedy selection, one is based on Q-Learning, and the last two are based on ant colony optimization. We conducted a study in order to compare the performance of each algorithm. We measured code coverage, GUI coverage, time to run, and faults found. The results show that the greedy algorithms performed the best. Finally, we conducted a study in order to determine if any of the GUI coverage metrics can be used to predict code coverage, and we conducted a study to determine if any of the coverage metrics can be used to predict the faults found. The results show that event pairs are good at predicting code coverage, and that predicting faults is difficult

STEM Heroes: A Narrative-based Intervention to Increase Self-Efficacy and Interest in Science, Technology, Engineering, and Mathematics in Elementary School-aged Children

Over time, researchers have struggled to identify effective interventions to support girls’ self-efficacy and interest in science, technology, engineering, and mathematics (STEM). The primary purpose of this study was to examine whether a theoretically-grounded narrative-based intervention would be able to increase elementary school-aged girls’ self-efficacy in respect to future careers and interest in STEM subjects in school. The study sought to do this by using the stories of the “Heroes of STEM”, a series of four graphic novels developed by the principal researcher, as an intervention tool linking girls’ typically preferred subject (i.e., reading, language arts) to math and science. A quasi-experimental pretest-posttest design was used for the current study. The participants included 4th and 5th grade girls who attended after-care programs in Central New Jersey. The results of the study indicated: (a) that the narrative-based intervention (i.e., the graphic novels) did not affect self-efficacy in STEM careers in the present sample of elementary school-aged girls, (b) that the narrative-based intervention did not affect interest in STEM subjects in school in elementary school-aged girls, and (c) there was not a significant change in girls’ perceptions of who can and cannot be considered members of the scientific community as explored through a pre- and post-intervention drawing task. The non-significant findings of this study impress upon the need to continue to explore effective intervention tools for young girls. They also anecdotally suggest a need for materials similar to the graphic novels that were used in the study as that several of the participants indicated a desire to personally own the stories they were presented with

A Brief Survey of the History and Problems of Education in the Philippines and their Bearing on Mission Work

A Brief Survey of the History and Problems of Education in the Philippines is an attempt on the part of the author to contribute to a body of knowledge on the Philippine Islands in order that future students in Filipiniana may obtain a better perspective In the understanding of the island and their people. The thesis, however, has a more specific purpose than this. It seeks to give the students of the Department of Missions and members of mission boards interested in the Philippines an insight into the problems and challenges of education in the Philippines as it has to do with the church and its mission

The Development of Intercultural Competence Through Social Interactions in Warframe.

M.A. Thesis. University of Hawaiʻi at Mānoa 2018

Performance gap among nurses in splint application and crutch training

Abstract The aim of this CNL internship project is to improve the current nursing practices by closing the performance gap among nurses on splint applications and crutch training within the 3-month course of this project. This project was implemented in a urgent care setting where Minor injuries such as sprains, strains or fractures are commonly seen by immobilization by application of splints which is given by the nursing staff. Micro assessment of the work flow of unit showed that only a few members of the staff routinely do these procedures and results from a self- assessment survey showed that 50% of the staff need assistance when they are task to complete these orders. These factors revealed that a primary cause of this disparity is a gap in knowledge and skill. The data complied supports that this gap can be addressed through the implementation educational training sessions. The format of training sessions was composed of a pre -intervention assessment, training/teaching, hands on practice by learner . The learners were later re-assessed during the post interventional assessment to evaluate their level of improvement which was measured by the competency checklist used throughout the training session to measure the individual learner’s baseline knowledge and skill as well as tool guide during the teaching portion of the training sessions. The materials used as a reference to confirm standards of care are the organization’s policy and procedures of splint applications and crutch training for patients, the organization’s education training manual of orthopedic procedures and crutch training, written after-care splint instructions for patients used in the unit, manufacture instructions sheets of splint materials, picture posters and signage sheets posted on each room of the unit as visual aids. Practice materials for hands on training are same splint materials and crutches used in the unit. Of the 15 nurses available to participate, seven nurses were willing to take part in the training sessions. Pre-interventional assessment of these seven nurses revealed varying degrees of knowledge and competency. Post -interventional assessment of these seven nurses revealed that improved their skill and knowledge on each of the objectives in the checklist, however they all they not yet gained enough mastery to independently practice them on patients. The results of post training self -assessment survey given to the seven nurses showed that they all believed that their competency has improved, had more interest and felt more confident in doing these procedures. They all responded that they felt that continuation of their training by partnering up with a mentor is effective method in improving their practice, which was recommended as the next phase of this project. The nurse manager gave support of continuing the next phase of this project on an informal basis. However, I believe due to the support of the staff the next phase will be realized

Exploring the influence of a school-based therapy dog reading program on reluctant readers’ motivation to read and reading fluency in the K-4 setting.

This mixed-methods research study focuses on students’, teachers’, and parents’ perceptions of the influence therapy dogs in schools can have on reluctant readers’ attitudes about reading and motivation to read at school and at home as well as exploring changes in the participants\u27 oral fluency. Eight student participants read to our school therapy dog in a 1:1 setting two times each week throughout a six-week period. Before beginning the sessions, each student completed a reading perception survey to serve as a baseline for each child\u27s motivation to read. Each student was also interviewed, seeking information about each child\u27s feelings about reading as well as thoughts that reflect how each child perceived themselves as a reader. Surveys were administered to the student participants\u27 teachers in order to gain information regarding their perceptions about their students\u27 reading motivation prior to and after the therapy dog reading sessions. Surveys were also given to the student participants\u27 parents/guardians after the reading pilot to gain their perception about their children\u27s reading motivation. Additionally, the researcher reviewed fluency assessment scores administered both before and after the reading pilot as part of their literacy intervention program to compare scores. Each child\u27s motivation to read both before and after they read to the therapy dog were explored through the lens of the student, their teacher, their parent/guardian, and their literacy interventionist. The researcher examined their perceptions to determine if using therapy dogs in schools to supplement literacy intervention could be a worthwhile endeavor. Overwhelmingly, the students shared how reading to the therapy dog made them feel happier and more comfortable. The majority of parents/guardians observed increases in their child’s interest in reading. The students’ classroom teachers shared that the majority of their students were more motivated at the end of the pilot. The overall fluency data did not demonstrate a significant change for the majority of students