This document discusses semantics and word choice in testing. It explores the phrase "Testers [do|don't] (help) [prevent|detect] 'problems'" through deconstruction and analysis of the individual words. Key points made include: the definition of words like "testing", "problems", and the verbs used can impact meaning; problems are subjective and relative; and word choice around prevention versus detection reflects different perspectives. Consideration of context, definitions, and subjective views of different stakeholders is important to understanding the full meaning of statements involving testing.
This deck was used for a design thinking workshop for school leaders, teachers, and students. It introduces shelter as a problem step and walks through the stages of the design thinking process. This work was done with the Stanford RED lab on the d.Loft project, funded by the NSF.
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docxarleanemlerpj
PRACTICE #1: Practice Awareness Skills
Instructions for Practicing Awareness
Part of preventing and managing conflict and improving our interpersonal relationships involves being more aware — of our own behaviors and the impact that they have on others, of other people’s emotions and reactions and situations, of circumstances that might contribute to conflict, of how even subtle changes can influence situations, etc. There aren’t really any specific rules for practicing awareness, so you can design your own challenge for this one! Think of ways that you can practice awareness in your own life, and try doing some of those things.
That might involve being more “mindful” of your own feelings and behaviors, paying more attention to others, taking the time to notice things that maybe you didn’t really pay much attention to before. As we go through some of the materials, you may get ideas on things to pay attention to. Experiment with some different approaches to being more aware. Describe what you did, what the experience was like, and how it impacted your interactions with others. Did it help you to prevent or manage conflict more effectively? (You may find that these also help you with your listening skills practice.)
Some examples of things you might do:
For a week, pay attention to the conflict styles that you use, and the styles that other people use. Describe in detail the situations. (Remember, you
’re writing for someone who wasn’t there, so you need to explain what happened.)
If looking at your own styles, what influenced your choice of style, or did you find yourself automatically using that style without really thinking about it? How did the other person react, and how did it impact the dynamics of the situation? Did you find yourself changing styles at any point
—
if so, why, and how did that work? If you
’
re observing others or reacting to another person
’
s style, do a similar analysis.
What did you learn from the experience?
Or, for a week, pay attention to the times when you’re tempted to use “roadblocks” when you’re communicating, or how often others use roadblocks. In what situations do these cause problems, and when do they seem to be okay? How do you react when others use them, and how do they react when you use them. You might also practice trying NOT to use roadblocks. How much of a challenge is this? What techniques did you use that were helpful or not helpful?
What did you learn from the experience?
Or, for a week, try turning off your cell phone for at least part of the day and focus on listening and observing what’s going on around you! What might you see or hear that you aren
’
t normally aware of? How does this impact how you feel and how you interact with others? Is this difficult for you to do?
What did you learn from the experience?
Or, take some time to notice and acknowlege people that you don
’
t usualy pay much attention to, and observe their reactions. Maybe it
’
s .
This deck was used for a design thinking workshop for school leaders, teachers, and students. It introduces shelter as a problem step and walks through the stages of the design thinking process. This work was done with the Stanford RED lab on the d.Loft project, funded by the NSF.
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docxarleanemlerpj
PRACTICE #1: Practice Awareness Skills
Instructions for Practicing Awareness
Part of preventing and managing conflict and improving our interpersonal relationships involves being more aware — of our own behaviors and the impact that they have on others, of other people’s emotions and reactions and situations, of circumstances that might contribute to conflict, of how even subtle changes can influence situations, etc. There aren’t really any specific rules for practicing awareness, so you can design your own challenge for this one! Think of ways that you can practice awareness in your own life, and try doing some of those things.
That might involve being more “mindful” of your own feelings and behaviors, paying more attention to others, taking the time to notice things that maybe you didn’t really pay much attention to before. As we go through some of the materials, you may get ideas on things to pay attention to. Experiment with some different approaches to being more aware. Describe what you did, what the experience was like, and how it impacted your interactions with others. Did it help you to prevent or manage conflict more effectively? (You may find that these also help you with your listening skills practice.)
Some examples of things you might do:
For a week, pay attention to the conflict styles that you use, and the styles that other people use. Describe in detail the situations. (Remember, you
’re writing for someone who wasn’t there, so you need to explain what happened.)
If looking at your own styles, what influenced your choice of style, or did you find yourself automatically using that style without really thinking about it? How did the other person react, and how did it impact the dynamics of the situation? Did you find yourself changing styles at any point
—
if so, why, and how did that work? If you
’
re observing others or reacting to another person
’
s style, do a similar analysis.
What did you learn from the experience?
Or, for a week, pay attention to the times when you’re tempted to use “roadblocks” when you’re communicating, or how often others use roadblocks. In what situations do these cause problems, and when do they seem to be okay? How do you react when others use them, and how do they react when you use them. You might also practice trying NOT to use roadblocks. How much of a challenge is this? What techniques did you use that were helpful or not helpful?
What did you learn from the experience?
Or, for a week, try turning off your cell phone for at least part of the day and focus on listening and observing what’s going on around you! What might you see or hear that you aren
’
t normally aware of? How does this impact how you feel and how you interact with others? Is this difficult for you to do?
What did you learn from the experience?
Or, take some time to notice and acknowlege people that you don
’
t usualy pay much attention to, and observe their reactions. Maybe it
’
s .
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
Grammar Proficiency - Phrases and Clausessession 3.pptxNafisaHaque7
Grammar Proficiency can be acquired by knowing the nuances of Grammar'.From the rule of substitute reduce split to knowing the parts of speech is crucial.
The key lies in the function .How is it used is important.Thata decides whether a word would be a verb or a verbal.
A comfort zone is a psychological state in which things feel familiar to a person and they are at ease and in control of their environment, experiencing low levels of anxiety and stress.
In this zone, a steady level of performance is possible.
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
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“Grit, in a word, is stamina. But it’s not just stamina in your effort. It’s also stamina in your direction, stamina in your interests. If you are working on different things but all of them very hard, you’re not really going to get anywhere. You’ll never become an expert.”
Angela Duckworth
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
Grammar Proficiency - Phrases and Clausessession 3.pptxNafisaHaque7
Grammar Proficiency can be acquired by knowing the nuances of Grammar'.From the rule of substitute reduce split to knowing the parts of speech is crucial.
The key lies in the function .How is it used is important.Thata decides whether a word would be a verb or a verbal.
A comfort zone is a psychological state in which things feel familiar to a person and they are at ease and in control of their environment, experiencing low levels of anxiety and stress.
In this zone, a steady level of performance is possible.
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
Grit to Great You’re Stronger Than You ThinkSeta Wicaksana
“Grit, in a word, is stamina. But it’s not just stamina in your effort. It’s also stamina in your direction, stamina in your interests. If you are working on different things but all of them very hard, you’re not really going to get anywhere. You’ll never become an expert.”
Angela Duckworth
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
Code reviews are vital for ensuring good code quality. They serve as one of our last lines of defense against bugs and subpar code reaching production.
Yet, they often turn into annoying tasks riddled with frustration, hostility, unclear feedback and lack of standards. How can we improve this crucial process?
In this session we will cover:
- The Art of Effective Code Reviews
- Streamlining the Review Process
- Elevating Reviews with Automated Tools
By the end of this presentation, you'll have the knowledge on how to organize and improve your code review proces
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Discover the essential features to incorporate in your Winzo clone app to boost business growth, enhance user engagement, and drive revenue. Learn how to create a compelling gaming experience that stands out in the competitive market.
Check out the webinar slides to learn more about how XfilesPro transforms Salesforce document management by leveraging its world-class applications. For more details, please connect with sales@xfilespro.com
If you want to watch the on-demand webinar, please click here: https://www.xfilespro.com/webinars/salesforce-document-management-2-0-smarter-faster-better/
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10. Ineffable-Solutions.com
"It's just semantics!"
•It's only a difference of words
•It's merely a minor difference!
•It's a fundamental difference!
•Shut up! This conversation is over.
•It's just definitions!
•It's just meaning!
13. Ineffable-Solutions.com
A smattering of semantics
•Boxes metaphor
•Humpty Dumpty
•Disputed words
•Same, but different
•Life of a word
•Strange Creatures
•The name is not the thing
19. Ineffable-Solutions.com
Disputed Words
•fewer / less
• Fewer people have less patience for discussing semantics.
•anticipate / expect
• She anticipated a difficult test…so she studied hard.
• She expected a high grade…because she studied hard.
•literally, ironically, resources
•done / finished / complete
•best practice
23. Ineffable-Solutions.com
Life of a word
•unbirthday, noob, truthiness,
neuroplasticity
•Google, spam, cloud, ask
•bully, awesome, awful
•brunch, spork, done-done-done
•fudgel, brabble, apricity
24. Ineffable-Solutions.com
Strange Creatures
Tardigrade
(Water Bear, Moss Piglet)
Water-dwelling, eight-legged,
segmented micro-animals (about 0.5
mm when fully grown). Among the
most resilient animals known. Can
survive extreme temperatures, radiation,
pressure, and the vacuum of space.
Geoduck
Species of very large, saltwater clam
(mollusk). Native to the west coast of
North America. Shell ranges from 15-20
cm. Has long “neck“ or siphon that
extends from the shell. Burrows deep in
sand and shoots spouts of water at
random intervals. Often bred and eaten.
25. Ineffable-Solutions.com
The name is not the thing
“What's in a name?
That which we call a
by any other name
would smell as sweet.“
-Romeo and Juliet
rose
43. Ineffable-Solutions.com
Testers [do|don't] (help)
[prevent|detect] "problems"
•Installation of technology to prevent rail crashes
nears completion
•San Antonio firefighters prevent fire from
spreading to University Hospital
•Mayo Clinic Study Uncovers Dietary Trick To Help
Prevent Kidney Stones
51. Ineffable-Solutions.com
So what?
•Inclusion or exclusion of the word “help“ might
change the meaning of the phrase.
•Consider the specific problem, and if detection or
prevention of the problem can be done alone or if
it requires assistance.
61. Ineffable-Solutions.com
So what?
•Identify the helping verb used (or omitted/implied)
to better understand what might actually be
meant.
•Consider if it is a statement of fact or opinion.
62. Ineffable-Solutions.com
Testers [do|don't] (help)
[prevent|detect] "problems"
Testing, n.
The process of evaluating a product by
learning about it through exploration and
experimentation, which includes to some
degree: questioning, study, modeling,
observation, inference, etc. (RST)
64. Ineffable-Solutions.com
Testers [do|don't] (help)
[prevent|detect] "problems"
Testing, n.
Utilizing various tools and approaches
in some combination and to some degree
to help evaluate quality characteristics
via exploration and experimentation
often to obtain pertinent, useful information
and provide it to relevant stakeholders
to enable more informed, confident decisions
which may also indirectly lead to increased quality.
69. Ineffable-Solutions.com
Summary
• Testers
• Understand the definition of “testing“ to better understand the role and responsibilities of "tester"
and the meaning of the phrase.
• [do|don’t]
• Identify the helping verb and consider if it is a statement of fact or opinion.
• (help)
• Consider how the inclusion/exclusion of this word affects the meaning of the phrase.
• [prevent|detect]
• Consider the word choice and point of view.
• problems
• Problems (by any other name) are subjective.