Are Delayed Issues Harder to Resolve? Revisiting Cost-to-Fix of Defects throughout the Lifecycle

Many practitioners and academics believe in a delayed issue effect (DIE); i.e. the longer an issue lingers in the system, the more effort it requires to resolve. This belief is often used to justify major investments in new development processes that promise to retire more issues sooner. This paper tests for the delayed issue effect in 171 software projects conducted around the world in the period from 2006--2014. To the best of our knowledge, this is the largest study yet published on this effect. We found no evidence for the delayed issue effect; i.e. the effort to resolve issues in a later phase was not consistently or substantially greater than when issues were resolved soon after their introduction. This paper documents the above study and explores reasons for this mismatch between this common rule of thumb and empirical data. In summary, DIE is not some constant across all projects. Rather, DIE might be an historical relic that occurs intermittently only in certain kinds of projects. This is a significant result since it predicts that new development processes that promise to faster retire more issues will not have a guaranteed return on investment (depending on the context where applied), and that a long-held truth in software engineering should not be considered a global truism.Comment: 31 pages. Accepted with minor revisions to Journal of Empirical Software Engineering. Keywords: software economics, phase delay, cost to fi

Teacher efficacy and attributes on the implementation of tiered instructional frameworks

United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET

What\u27s a Few Secrets Among Friends

A thesis presented to the faculty of the School of Humanities at Morehead State University in partial fulfillment of the requirements for the Degree of Master of Arts by William M. Nichols on April 1, 1986

Defining The Republic

Abstract DEFINING THE REPUBLIC by WILLIAM J. NICHOLS December 2015 Advisor: Dr. Jeffrey Grynaviski Major: Political Science (Political Theory) Degree: Doctor of Philosophy The “Great Divergence” between Alexander Hamilton and James Madison is one of the most well-known events in the early history of the United States. Together, Hamilton and Madison wrote most of The Federalist, and each was pivotal in securing the acceptance of the Constitution in their state ratifying conventions. That within just a few years of the establishment of the new form of government each had worked so hard to achieve, they became bitter political enemies, is an often remarked upon, but little studied event. In this dissertation I compare Hamilton and Madison on several different topics, and show they all along had underlying differences of opinion as to what they expected the United States would eventually be like. That they “diverged” is not the result of a change by either individual after the Constitution was ratified, but rather the result of unspoken and unexplored assumptions each had long before they worked together on The Federalist

Evaluation of a program for developing certain listening skills in grade eleven

Thesis (Ed.M.)--Boston Universit

New and improved demonstrations for use in teaching scientific principles in chemistry

Thesis (Ed.M.)--Boston Universit

Matching Instructional Design with Vocabulary Instruction

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present thinkalouds that detail the steps in matching instructional design with those strategies, in order to reach the learning outcome. Vocabulary instruction should encourage students to make associations and accommodations to their experiences and provide them with varied opportunities to practice, apply, and discuss their word knowledge in meaningful settings. The ultimate goal of teaching vocabulary is for the students to expand, refine, and add to their existing conceptual knowledge and enhance their reading abilities (Rupley, Logan & Nichols, 1999). Students should be engaged in learning new words and expanding their understanding of words through instruction that is based on active processing. A key component of effective vocabulary instruction is thoughtful reflection about instructional design

Academic Diversity: Reading Instruction for Students with Special Needs

Provisions to assure that all children are provided quality reading instruction have always been a concern for classroom teachers. Today, greater sensitivity to learners with special needs has led to their inclusion in regular classrooms for the full instructional day. Implications for the reading instructional program are clear; it must employ a variety of instructional and organizational techniques to suit a wide range of student abilities. This article addresses legislation that led to the present focus on classroom inclusion for students with special needs and accommodation of the students with special needs in the classroom reading program. Particular discussion is focused on children who are diagnosed with attention-deficit hyperactivity disorder (ADHD) and children identified as intellectually gifted. Specific recommendations and examples are given that will help these children reach their full academic potential and allow them to experience success in a regular classroom reading program

Shifting Rurality American Gothic, Iowa Nice, Biotech and Political Expectations in Rural America

This paper traces the linkage between heritage landscape within the context of the election of Donal Trump. Trump\u27s invocations of heritage riled certain regions of the US which had a distinct connection to Regionalism, both as a political idea and as an aesthetic practice. Focusing on Iowa, home to the quintessential American painting, American Gothic, the paper looks at modernity and agriculture, and how the two categories seem to rely on (but also negate) heritage. By examining what a genetically modified landscape might mean in relation to the historical image of the pastoral/provincial farmer, a network of frictions and tensions emerge. These building dichotomies have both emancipatory and hegemonic potentials especially with the enmeshment of all things in global scale capitalism